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SESSION OF 1906-7 





JUNE 1906. 

SESSION OF 1905-6 




































M T W 

T F 




12 3 

8 9 10 

15 16 17 

22 23 24 

29 30 31 

4 5 
11 12 
18 19 
25 26 




NOVEMBER, 1906. 






































DECEMBER, 1906. 










































JANUARY, 1907. 







































MARCH, 1907. 


























FEBRUARY, 1907. 









































S M 

T W 

T F 


24 25 

19 20 
26 27 

21 22 
28 29 




S M 

T W 





2 3 



7 8 

9 10 




14 15 

16 17 




21 22 

23 24 




28 29 


MAY, 1907. 







































JUNE, 1907. 

S M 

T W T F 


2 3 

4 5 







S M 

T W 







9 10 

11 12 




16 17 

18 19 




23 24 

25 26 





JULY, 1907. 



T W T 





2 3 4 
9 10 






State Board of Regents 6 

Local Executive Board 6 

Faculty and their Assignments 7 

Standing Committees 11 

Of Special Interest 12 

A Bit of Marshall History 15 



State Board 20 

Executive Board 21 

Faculty 21 



Model School 26 

Training School 36 

Normal Course of Study ." 40 


Ancient Language Course 41 

Modern Language Course 42 

Science Course 44 

Teachers' Review Course 45 

Notes and. Explanations on the Different Courses of Study ... 46 

Examinations 51 

Graduation 53 


Piano 58 

Organ 61 

Violin 61 

Voice ' 61 

Awards 64 



PART X.— expenses. 

Board 69 

Books 70 

Enrollment Fee 71 

Tuition 71 

Laundry 72 

Details Concerning Board. 

Club Board 73 

Board in College Hall 76 

Private Board 89 

Cooperative Board 89 

Keeping House 89 


Regulations 91 

Suggestions 96 


Awarded, Session of 1905-'06 101 

To be Awarded, Session of 1906-'07 101 









HON. THOS. C. MILLER, State Supt. of Schools, 

Charleston, W. Va. — President. 

HON. F. W. NESBIT, Attorney-at-Law, 

Wheeling, W. Va. — Secretary. 

HON. IRA E. ROBINSON, Attorney-at-Law, 

Grafton, W. Va. 

HON. E. L. DUNN, Business Man, 

Bargers Springs, W. Va. 

HON. S. H. BOWMAN, Attorney-at-Law, 

Philippi, W. Va. 


U. S. District Attorney, Huntington, W. Va. 

HON. ROBT. S. CARR, Business Man, 

Charleston, W. Va. 


CAPT. A. F. SOUTHWORTH, R. R. Engineer, 

Huntington, W. Va. — President. 

PAUL W. SCOTT, Attorney-at-Law, 

Huntington, W. Va.— Secretary. 

GEORGE F. MILLER, Cashier First Nat'l Bank, 

Huntington, W. Va. — Treasurer. 



L. J. CORBLY, Principal, 
German and Psychology. 

MRS. NAOMI EVERETT, First Assistant, 
French and Literature. 

Superintendent of Teachers Training Department. 



Greek and Latin. 



G. M. FORD, 
Civics and History. 


English and History. 

English and Mathematics. 

Political and Physical Geography. 

English Grammar. 

German and Rhetoric. 

Language and Science. 

English Grammar. 

Normal Art. 

Normal Music. 



Grades V and VI. 

Grades III and IV. 

Grade II. 

Grade I. 

Drawing and Color. 


Advanced French. 

Beginning French. 



Head Piano Teacher. 

First Assistant in Piano. 

Second Assistant in Piano. 






Pupil Assistants. 

College Quartet. 



E. E. MYERS, Principal, 



College Hall, 

Domestic Department, 

For details concerning the Faculty, their experience and their 
preparation for their work, see pages 120, 121 and 122. 



CLASS OF 1907.— Mr. Ford and Miss Johnson. 
CLASS OF 1908.— Mr. Williamson and Miss Burgess. 
CLASS OF 1909.— Mr. Largent and Mrs. Caldwell. 
CLASS OF 1910. — Mr. Franklin and Miss Rider. 
CLASS OF 1911. — Mrs. Everett and Miss Hackney. 


LIBRARY. — Mrs. Myers and Miss Cummings. 

BOARDING. — Mr. Fitzgerald and Miss Johnson. 

GRADUATION. — Miss Hackney and Mr. Fitzgerald. 

INTER-SOCIETY CONTEST.— Messrs. Franklin and Largent. 

ADVISORY TO LITERARY SOCIETIES.-iMessrs. Largent and Frank- 
lin and Miss Hackney. 

SENIOR EXERCISES.— Class Officers, Class 1907. 

JUNIOR EXERCISES.— Class Officers, Class 1908. 

STUDENT SOCIALS.— Mrs. Everett and Mrs. Means. 

CARE OF GROUNDS. — Messrs. Williamson and Franklin. 

ATHLETICS. — Messrs. Ford, Fitzgerald and Largent, Miss Hackney 
and Mrs. Caldwell. 

PUBLIC EXERCISES.— Mr. Corbly, Mrs. Everett, Miss Cummings and 
Mr. Ford. 
All public exercises of whatever kind, which are held under the 

auspices of the school, in any department, must be passed upon by 

this committee. 


DINING ROOM. — Misses Cassady, Hackney and Johnson. 
GOVERNMENT.— Mrs. Means and Mrs. Everett. 
HOUSE. — Misses Johnson and Hackney and Mrs. Means. 



With the opening of the fall term, 1906, the new building, 
facing 140 feet on Sixteenth street and 101 feet on Third avenue will 
be ready for occupancy. This adds the following to our school con- 

A Commencement Hall with inclined floors, both stage and main 
floor, a commodious gallery, and large dressing rooms for both ladies 
and gentlemen. The seating capacity of this hall, which is built after 
the plan of a theater, having foot lights, curtain space, and pros- 
cenium, is about 1,500. 

A Study Hall of commodious size and centrally located on second 

A library, consisting of a stack and reading room, 44 x 33 feet, a 
Librarian's Office, 15 x 16 feet, and a Document Room 31 x 20 feet. 

Principal's Office. 

Principal's Reception Room. 

Eight large Recitation Rooms. 


Two large and two small Toilet Rooms. 

Two large Laboratories, one especially commodious. 

Fire-Proof Vault for records. 


As a result of the completion of this new building all rooms in the 
three most eastern sections of the series that make up the college 
block of buildings will be given up to dormitory purposes, thus gain- 
ing several new rooms for girls. 

The school property at Marshall College is now valued at $260,000; 
it includes sixteen acres near the center of the city and a block of 
well-finished, well-furnished, and well-equipped buildings, five in all, 
fronting 400 feet north and south, 140 feet west, and 55 feet east, a 
splendid and imposing structure. See pages 108, 109 and 110. 


With this issue of the catalogue the courses of study appear in 
decidedly modified forms. The normal course has been made more 
professional, while the academic course has been elaborated into three 
courses, the ancient language course, the modern language course, and 
the science course. These last three courses are considerably stronger 
than the old academic course, four years of Latin, three of Greek, 
three of German, three of French, taking the place of three, two, two, 
and two years respectively of these languages; considerable science 
and mathematics have also been added. 

There is greater freedom of choice allowed in selecting studies, 
than formerly, and more liberty of substitution. 

The class of 1907 will graduate under the old or the new courses 

as they may choose; but all classes after 1907 will graduate under the 
new courses. 

See pages 26 to 56, inclusive, for full details concerning courses 
of study. 


There being no data of the alumni corrected to date it was de- 
cided to omit the Alumni Record from this issue of the catalogue and 
issue an Alumni Booklet some time within the coming year, a record 
that will be worthy of the Alumni Association of the school. Com- 
mittees have been appointed to collect and correct the data neces- 
sary for this record. 


At the beginning of the new school year we shall be able to offer 
every advantage belonging to an up-to-date training school and model 
department. Four handsome rooms house the children. These rooms 
are furnished with everything necessary for the most advanced work, 
and will be in charge of teachers who have been carefully trained 
for their positions. 

All of the grades will be carried, with a chance for practice work 
in each. 

The art work in the model school ranks with that furnished in 
the best public schools in the country. The entire work of the model 
school is carried on under the direct supervision of the superintendent 
of the training department. 

These opportunities will be fully appreciated by the young 
teachers of the state who are fast discovering that amateur teaching 
is no longer aceptable and that they must meet the demand of the 
times or fall in the ranks. Since, in the near future, only those 
teachers who are fitted and trained for their profession will be able 
to secure good positions, we have felt the necessity of providing for 
this condition, and have therefore established and fully equipped a 
department which cannot fail to meet the most rigid demands. See 
pages 36 to 39. 

FACULTY FOR 1906-'07. 

The only changes in the teaching force of the school for the ses- 
sion of 1906-'07 from that of 1905-'06 are the following: 

Mrs. Haworth resigns from the head of the Voice Division of 
the Music Department and will be succeeded by a gentleman if one 
can be found to suit. The principal is in the east at the time of the 
completion of this catalogue negotiating for a successor to Mrs. 

Some changes will be made in the assistants to Miss Crumrlne, 
Piano Division, Miss Sharp having decided to complete her studies 
next year. 

There is one change in the Model School teaching force and only 

Miss Dainty Craig, assistant in the Art Department, resigns and 
is succeeded by Miss Daisy Tench, of Virginia. 


The growth of the school during the session of 1905-'06 exceeded 
every expectation. This growth was not confined to numbers simply, 
although in that respect it was unprecedented, having run close to the 
1,000 mark; but the field of influence of the school has now extended 
to practically every county in the state, and to a number of other 
states, including in its patronage many of the best citizens of the 
territory covered. 

The growth has been very marked, also in the literary, social, 
religious, professional, and academic features of the school. The 
"school spirit," the "class spirit," the spirit of loyalty and good fel- 
lowship, the educational spirt, have developed till each can be relied 
upon as a factor that will contribute to the larger life and wider 
sphere of usefulness to which Marshall College is destined to attain 
in the near future. 


The ladies' dormitory, known as "College Hall," has long since 
failed to meet boarding requirements for the ladies of the school. 
Attention will be directed especially to the dormitory needs of the 
school for the next few years. Meantime, young ladies wishing room 
in College Hall for all or any part of the session of 1906-'07 should 
engage (and "engage" means to pay for) room at once, for nothing 
like the number of calls for rooms that come to us each year can be 
accommodated. "First Paid, First Served" is the only rule we can 
adopt. See pages 76 to 89 for details about board in College Hall. 



The following Editorial is copied from the "Kanawha Republican" 
of May 21, 1844, published at Charleston, Va .— now West Virginia. 

"We availed ourselves of the opportunity, while in the vicinity a 
few days ago, to visit Marshall Academy. It is most delightfully sit- 
uated near the bank of the Ohio, about two miles below Guyandotte. 
The building is brick, and is a good one, occupying a beautiful 
eminence in a grove of luxuriant forest trees, passed by the turnpike 
leading from Guyandotte to Sandy. The summer session had just 
commenced. There were already in attendance more than thirty 
scholars, male and female — and a more interesting company of youth 
we have never seen — their countenances beaming with intellect and 
the ardent desire for the acquisition of knowledge. Of the qualifica- 
tion of the Principal to train the youthful mind to learning and virtue, 
the communication above [that following this] we doubt not, does no 
more than justice. The citizens of that portion of Cabell have in this 
institution a treasure, which they should appreciate and cherish, all of 
not less value than their luxuriant, fertile and productive farms. They 
are amply able, and we hope they have the correct view of the infinite 
importance of rightly educating the rising generation, and the proper 
public spirit not only to sustain this school but greatly to extend its 

In the same Paper is a communication signed "B," who writes as 
follows, of Marshall Academy — now Marshall College: 


This institution (a short distance below Guyandotte, Cabell Co.), 
has been sustained for several years past. It has been under the 
government of several able teachers, but the late examination of the 
students by the Principal and board of trustees has established the 
high qualifications of the Rev. J. B. Poage, the Principal, as efficient 
as ever had the government of that Academy. A large school was 
examined upon the courses of studies they had pursued for the last 
session; and in all the branches of a common English course of in- 
struction, Latin, and several branches of mathematics and vocal music, 
they evidenced an acquaintance and familiarity that could alone be 
produced by a thorough application, aided by one capable of giving 
instruction. It is worthy of remark, that Mr. Poage employs a short 
time each day instructing his school in singing. No man could be 

better qualified, as was shown from the rendition of appro- 
priate pieces that were sung during the day — and as we 
otherwise see, by the improvement in church music when he attends 
Divine Service at the Academy. 

The exercises of the evening were closed by an interesting ad- 
dress from the Rev^ Mr. Case of Kentucky, worthy of the man and the 

The school is unquestionably the cheapest of the kind in the West 
of Virginia, in a healthy moral neighborhood; and the course of in- 
struction for preparing young men for entering college, or completing 
a useful education, is very superior, and therefore worthy of the 
public patronage." "B." 



1. Established In 1837. 

2. First name, "Marshall Academy." 

3. Named for Chief Justice John Marshall of the Supreme Court of 

the United States. 

4. First building erected on the site of the east wing of the present 


5. Changed from an academy to a college in 1858, and the name 

changed accordingly from "Marshall Academy" to "Marshall 

6. Made the "State Normal School" of West Virginia in 1867, the 

name "Marhall College" being retained by legislative enact- 

7. Five branch schools to "Marshall College" established between 

the years 1867 and 1871 at Fairmont, Shepherdstown, Concord 
Church (now Athens), West Liberty, and Glenville. 

8. Constitutional amendment passed in 1871 prohibiting the estab- 

lishing of any more "branch" normals. 

9. A new $38,000 building, erected in 1874, which, completely over- 

hauled and remodeled in 1899, constitutes the west wing of the 
present dormitory. 

10. A second building, $27,000, erected in 1895. 

11. A third building erected in 1897, — the east wing of the present 


12. A fourth building erected in 1899. 

13. A fifth building, under process of construction at this writing, 

May, 1906, to be ready for occupancy this summer — 1906. 

14. Nucleus of a model school organized and placed under the In- 

struction of Miss Mabel Brown in 1897, but discontinued in 
1899 owing to lack of funds. 


15. Model and teachers training school organized and placed under 
the superintendence of Miss Anna Cumraings, January, 1902. 


We are indebted to Hon. Virgil A. Lewis for unearthing; a few 
weeks ago, the following bits of Marshall College history: 

(Copied from the "Kanawha Valley Star" of Nov. 11, 1856.) 


"Turning aside from the din of politics, we would take occasion 
to call the attention of those who are interested in the subject of 
education, to the excellent institution whose name heads this Article. 
It is situated in a pleasant neighborhood, of easy access, on the Ohio 
river, two miles below the pleasant town of Guyandotte, Cabell Co., 

"It has been in operation for some dozen years or more, and in 
that short period very many of its scholars have become prominent 
and leading men in the learned professions of law, physics, and 
divinity; and many of them have risen to high official stations, civil 
and military, not only in Virginia, but also in other States of the, 
Union. Indeed, it is doubtful whether there is now an Institution in 
the State, that, in so short a time has sent forth so large a proportion 
of leading men. 

"So much for the past of its short history. Its future is still 
more promising. During the last Session there were nearly a hundred 
students in attendance; and the high character won for the school, by 
Mr. Boyers, the admirable and estimable teacher, at its head, is a 
harbinger of still greater success and usefulness. 

"The trustees, Messrs. John Laidley, F. G. L. Beuhring, P. C. 
Buffington, Dr. G. Ricketts, and others are gentlemen whose names 
give character and currency to whatever they may be connected with. 
The Institution is further under the supervision and control of the 
Southern Methodist Conference of Western Virginia. This gives 
assurance that a moral and religious influence will breathe around it. 

"Should any apprehend that sectarianism might, therefore, be in- 
culcated, their fears will be quieted by the consideration of the fact, 
that while the Institution is under the control of the Methodist Con- 
ference, the principal of the Academy is a Presbyterian, thus show- 
ing a liberality of sentiment worthy of Christianity, and a prudence 
and propriety on the part of those connected with the Institution, 
highly creditable to these different branches of the Church. 

"Marshall Academy has many advantages, and it offers strong in- 
ducements to the Public for its patronage. 


"The course of study, the rules and regulations, tne privileges of 
the library and literary and debating societies, the price of food and 
tuition and such like, can be seen by reference to the printed Cata- 
logue for 1856, or by addressing the Principal. The next Session 
begins in November." 

(An Editorial in Kanawha Valley Star, Nov. 11, 1856. Copied In 
State Department of Archives and History, by Virgil A. Lewis, May 8, 



The following clipping refers to the issuing of the first catalogue 
under the new name of the institution: 




"The First Annual Catalogue of Marshall College, Cabell County, 
Virginia for the Collegiate Session of 1859-60, printed at the 'Southern 
Methodist Itinerant Book and Job Office,' has been laid upon our table, 
from which we see that the first Session of this Institution was to 
have been opened on the 22nd of August, 1859, and continue ten 
months — The Session will be divided into two terms of twenty weeks 

"The expenses for tuition are very reasonable, the location a 
beautiful one, and the faculty unsurpassed in Western Virginia." 




TENURE OF OFFICE:— Marshall College, the state normal school 
of West Virginia, and its five branches, are under the general super- 
vision and control of a state board of regents, six in number, of which 
board the state superintendent of schools is, ex-officio, president and 
active member, thus making a board of seven members. This board 
is appointed by the governor of the state for a period of four years, 
the terms of three of them expiring every two years, thus practically 
assuring three experienced members on the board all the time. 

The office of state superintendent of schools is an elective one, 
hence the president of the normal board is an elective officer, his 
election occurring at each regular quadrennial state election. 

POLITICAL COMPLEXION:— Politically the board is composed 
of four members and the state superintendent, selected from the dom- 
inant political party, and two from the minority party. The terms of 
two members of the dominant and one of the minority party expire 
every second year, thus leaving at least one experienced member of 
the minority and two of the majority party on the board all the time. 
At the present time in West Virginia the board stands, therefore, five 
Republicans and two Democrats. 

OFFICERS: — The officers of the state board are president and 
secretary. As stated above, the state superintendent of schools is, 
ex-officio, president; the secretary is chosen by the board from among 
their number. 

DUTIES:- Briefly put, the duties of the board of regents consist 
of the following: , 


1. To decide upon the number of teachers, appoint them, remove 

same for cause, and fix salaries. 

2. To provide courses of study (or approve same when submitted 

by the principals), select text books (or approve same when 
selected by the principals). 

3. To adopt by-laws, rules, and regulations for the government of 

the schools. 

4. To appoint an executive board for the normal school and one for 

each of its branches. 

5. To perform all other duties necessary for the government, pro- 

gress and development of these schools. 

COMPENSATION:— The sum of $1,500 is appropriated for the 
annual expenses, traveling and per diem, of the regents, and the secre- 
tary is allowed $200 additional to his traveling and per diem expenses. 
All or a part of the regents attend the annual commencements of the 
normal school and its branches. 


The law prescribes that the state board of regents "shall appoint 
three intelligent and disinterested persons, residents of the county in 
which the school is located, who shall constitute an executive com- 
mittee for the care and immediate management and control of said 
schools, subject to the rules and regulations prescribed by the board 
of regents." 

It is the duty of these committees to make reports from time to 
time concerning "the condition, workings, and prospects of said 
schools," and "to do and perform such other duties in relation thereto 
as the regents may prescribe." 


All matters of discipline, so far as is possible, are referred to the 
faculty; indeed the very healthful sentiment prevails with the board 
that theirs should be a laissez faire policy in such matters until actual 
necessity arises, which cases have been remarkably few in many 
years at Marshall College, practically nil for a quarter of a century. 

Aside from the fixing of salaries, the employing and removing of 
teachers, and the fiscal affairs of the normal school and its branches, 
the duties of conducting these schools are almost exclusively left to 
the faculties, who have learned to appreciate their responsibilities and 
not to worry either executive or state board with details except when 
absolutely necessary. , Indeed this is so much the case at Marshall 
College that we should feel humiliated were we compelled to be 
making frequent appeals to higher authority, thus not only troubling 


them but confessing our inability to cope with the situation within 
the limits of the authority vested in us as a faculty. 

Government at Marshall College may be said, without semblance 
of boast or approach to exaggeration, to be reduced almost wholly to 
self-government on the part of the student body; this is facilitated by 
the appointment of various standing committees, some selected exclu- 
sively from the faculty, some exclusively from the student body, and 
some from both the student body and the faculty, the number, and 
the nature of the duties of which, will be found under the head of 
"Standing Committees," see "table of contents" in the front of this 

It is a pleasure to record in this connection that it is matter of 
almost universal comment among strangers and friends alike, that 
the students of Marshall College are noted for their courtesy to 
strangers, fellow students and faculty, their respect for authority, and 
their thoughtfulness for their own good name and that of their school. 

Suspensions seldom, very seldom occur, expulsions rarely, and 
when they do, no cymbals are sounded, no public proclamations are 
made, and no red flag is hung out to notify the school and the public, 
stir up public comment, and add unnecessary, if not criminal, humilia- 
tion to the expelled and his Or her parents and friends. Usually such 
things are done without the knowledge of any one, at the time, except 
the principal and the expelled one, and only by degrees do the facts 
come to the notice of the school, sometimes not at all. 

We have but little sympathy with that theory of punishment in 
school life that has for one of its main objects the deterring of others. 
Both law and reason, to say naught of charity and humanity, should 
be satisfied with simple justice to the offender, especially if he or she 
be young and unhardened to crime, hence worthy of every possible 
effort to redeem him and to make him useful. 



AGE: — The following are the age requirements for admission to 
the different departments of the school: 

Art Department, — no age limit. 

Oratory Department, — no age limit. 

Music Department, — no age limit. 

Model Department, — from 5 years up. 

Normal and Academic Departments, — males from 14 years up, 
females from 13 years up. 

Professional Department;— juniors and seniors taking the normal 
course, those in the most advanced year of the Teachers Preparatory 
Course, and those outside these classes who have already taught or 
are mature enough to intelligently grasp the work and expect to teach. 

RECOMMENDATION: — Every student who wishes to enter any 

department of the school must first present to the Principal a letter 
of recommendation for good moral character, reasonably studious 
habits, at least ordinary intelligence, and willingness to comply with 
all regulations of the school. This letter must be written by some 
honorable and influential citizen not related to the applicant for ad- 
mission. The name of the writer is entered on the records of the 
school as the one who vouchee for the applicant. Said writer will be 
duly and promptly notified in case the student recommended fail to 
verify by his habits here, or by his intelligence, the correctness of the 
assurances set forth in the recommendation. 


work done in any school of recognized standing and known thorough- 
ness in the work it requires. The number and extent of these credits 
of course depends on the course of study in said school, the teachers 
under whom the work was done, and whether it covers the require- 
ments here. The text book used and especially the school and educa- 
tion and experience of the teacher under whom the work was done 


are the items of importance to us when allowing credits. Correspond- 
ence beforehand is always the safer plan for the applicant for credits 
to adopt. Write the Principal of this school direct. 

Those holding No. one county certificates issued under the new 
law, also any experienced teacher holding a No. one certificate or its 
equivalent, will receive credits on the following subjects, provided he 
has made 90 per cent or above on these subjects, and provided further 
that his work as student here indicates that his scholarship is of such 
proficiency as will justify our giving these credits, and provided 
finally, that our "Parallel Readings" requirements be complied with: 
1. Written Arithmetic. 2. Mental Arithmetic. 3. Geography. 4. U. S. 
History. 5. General History. 6. Penmanship. 7. Bookkeeping. 
8. Physiology. 9. Orthography. 

These credits merely excuse the applicant from pursuing these 
subjects here in school, but do not excuse him from the final examina- 
tions on Written Arithmetic, Mental Arithmetic, Geography, U. S. 
History, English Grammar, and Orthography, nor do they excuse 
him from the required readings on Geography and U. S. History, see 
"Parallel Readings" on the pages following. Final examinations are 
required only of those who are candidates for graduation, but "Par- 
allel Readings" apply to all who ask for credits whether they graduate 
or not. 

Credits will not be given on Greek 'history, Roman history, and 
English history, unless these subjects have been completed in a good 
school, under a good teacher of history, in separate text books. The 
work on these subjects in General history will not be accepted as 
work on Greek, Roman, and English history. Our students are re- 
quired to take texts on Greek, Roman, and English history. 

Credits will be given on any other subject in the normal or 
academic course whenever the applicant for credits can produce a 
written statement from a school whose work can be approved. Blanks 
are furnished applicants, who may send them to the schools where 
the work was done, for filling out and signature. On receiving credits, 
entry is made on our grade book stating where the accredited work 
was done, so that, in case the applicant afterward prove deficient in 
the subjects on which credits have been given, we may discontinue 
that school as an accredited one, or refer the one who discovers the 
imperfection to the records to show that the work was not done here. 

No student, however, no matter how many credits he may have, 
is permitted to graduate without having spent one full year at this 
school, except by special permission of the state board, and this must 
be his junior or senior year. 

The "Final Examinations" in written arithmetic, mental arithme- 
tic, geography, U. S. history, English grammar and orthography 
referred to a few paragraphs above are by no means severe, except 
the one in orthography (which is not a mere pastime). They are 


brief, simple, straightforward, having in view merely the finding out 
whether we could recommend those taking them, should occasion 
arise, for positions of any kind, or to some higher institution. No 
attempt is made to embarrass the applicant. If, however, the results 
of these very simple examinations show that any applicant for senior 
honors is seriously lacking in the fundamentals of these subjects, 
some additonal work may be required; this would depend on how 
serious the lack of knowledge on these subjects proved to be. 

FEES: — The only fee required of West Virginia students for 
entering the Normal and Academic departments is the "Enrollment 
Fee," $2.00 per term, which is payable at the opening of each term, 
fall, winter, and spring, and is never refunded, no matter how short 
a time the student may remain in school. This fee is always payable 
in advance and should be brought when the student presents himself 
for enrollment, as it is the receipt for this fee which must be pre- 
sented to the teacher before the student can enter his classes. 

The fee for the summer term in the Normal and Academic depart- 
ment is $5.00, payable in advance, and not returnable except in case 
of continued and severe illness. The reason the fee for the summer 
term is more than the fees for the other terms is because the in- 
structors who have charge of the summer term are not salaried for 
that term by the state, hence receive no remuneration for their ser- 
vices except from this fee. 

The fee for entrance to the Model department is the same, $2.00, 
and is payable at the same time, in the same way, and under the 
same conditions, as the fee for the Normal and Academic department. 

The fees for entrance to the Normal and Academic, and to the 
Model department, for the fall, winter, and spring terms, go to help 
defray the current incidental expenses of the school, while the $5.00 
fees payable at the opening of the summer term go to pay the teachers 
for that term, they having no other source of remuneration for said 
term, as stated above. 

Students from other states who wish to enter the Normal and 
Academic department for the fall, winter, and spring terms, pay, in 
addition to the "enrollment fee" ($2.00 per term) a "tuition fee" of 
$6.00 per term, thus making their total fees for these three terms 
$8.00 per term; but they are admitted to the summer term on exactly 
the same basis as students from West Virginia, $5.00. 

For the amount of the fees in the departments of Art, Oratory, 
and Music, see Parts. 



This department includes: 











At a special meeting of the regents in December, 1901, it was 
voted to open a training department, in connection with the work of 
the Marshall College Normal School. , 

On January 1st, Miss Anna Cummings, was called from Stanford 
University, California, to organize and take charge of this department. 

For the remainder of that year the time was spent in arranging 
for additional Normal classes and in laying the foundation for the 
work of the coming year. A seminary in pedagogy was organized at 
once, a full description of which will be found under the heading of 
Normal course. 

Classes were also provided for in child study and educational 

In Sept., 1902, the first Model class was organized. Thirteen 
children met in the class room of the superintendent, and under her 
direction actual work commenced. 

No attempt was made at a classified school as there was no pro- 
vision for larger numbers or division into grades. 

In addition to the pedagogy seminary a similar one in current 


history was started, attendance upon which was required from all 
members of the senior class, Academic as well as Normal. 

The Normal curriculum now included, beside the branches re- 
quired previous to 1901, courses in Biblical History, Moral Education 
of Children, Child Study, Educational Psychology, and two Seminaries.. 

In addition, all normal students were required to visit, during the 
year, at least ten outside schools, for observation work, and ten 
classes in the preparatory department of the college. 

In September, 1903, application from parents became so urgent 
that two rooms were opened in the model school, with twenty-two 
children in attendance and two regular teachers in charge. All Nor- 
mal seniors were required to assist in the department for at least one 
period a day, during one term, under the direction of the superin- 
tendent, whose time, while the children were in school, was given to 
this supervision. The other Normal work was continued as usual. 

In 1904, a third room was opened and three regular teachers were 
installed, with a partial grading of the children. 

During the last school year we have had a fully graded Model 
school, occupying four attractive rooms. 

As nearly as has been practicable, the number of children has 
been limited to sixteen in a room. This has been done, in spite of 
constant application on the part of the parents, because we believe 
that this limitation is for the good of the department. 

With small numbers, plenty of room and air, and a chance for 
individual attention on the part of the teachers, the children have 
every advantage, while these conditions facilitate also the work of 
training the student teachers. 

The model rooms are papered and are furnished with a full equip- 
ment in the line of pictures, globes, dictionaries and other school 

A choice library of childrens' books is an additional attraction. 
Each room is in the charge of a carefully chosen teacher, who has had 
successful experience elsewhere, and who has been trained under the 
superintendent. These teachers have care of the rooms and are 
responsible for the order and standard of work. 

During the hours of the children, from a quarter before nine until 
half past twelve, the time of the superintendent is given to the super- 
vision of the work, and to the training of the pupil teachers. Unless 
these teachers have already had successful experience they are obliged 
to give, for a full year, one period a day to the work. At least a 
term's teaching is required of every one, and many give a large 
amount of extra time for the sake of the experience. The first work 
of the young teacher is often limited to observation in the different 
rooms of the department; when they prove competent they are 
allowed to help in carrying on the childrens' classes. Sometimes 
these classes are broken into groups, which meet in the superln- 


tendent's room, and special help is given to individuals, as it may be 
needed. In this way the children have the advantage of personal 
assistance while the teachers, at the same time, gain in experience. 

All the grades are carried, so that children can enter at five years 
of age and continue the work, without break, until they are ready for 
entrance to the college. The full program and discussion of the sub- 
jects carried by the Model School will be found following this section. 



The work in reading commences with word and sentence building. 
The first lessons are given in script from the board, with concrete 
illustrations of the meaning of the words, then the child passes by 
gradual transition to the reading book. The text used through the 
first six years is Arnold and Gilbert's Stepping Stones to Literature. 
Constant attention is given to sight and silent reading throughout the 
grades. Supplementary Material is gathered from all sources, from 
myth, fable and folk-lore, geography, history and the best classics. 
Much emphasis is placed upon committing poems and memory gems 
from the choicest authors. 


It is being surely proved by our own experience in this country 
and by the just criticism of visiting foreigners that no subject in our 
school is so neglected or so abused in the teaching as that of English. 
Because of this conviction, practice in English is given a most im- 
portant place in the curriculum. 

First of all, because most necessary, every ungrammatical expres- 
sion used by the children is- noted by the teacher and the mistake cor- 
rected, regardless of the time consumed. In this way the early habit 
of speaking correct English is formed and the proper foundation laid 
for later training. Original sentence work commences with the sec- 
ond year and original composition with the third year. Every effort 
is made to encourage the expression of thought, first orally and then 
in writing. Stories, poems and descriptions are reproduced, varied by 
simple exercises in the construction of sentences. Every composition 
and exercise written is carefully reviewed by the teacher and then 
corrected by the pupils themselves. All examination papers are 
treated in the same manner thus making them an exercise in English 
as well as a test of scholarship. 

When the first text book is used, in the fifth year, it is still sup- 
plemented by original work, designed to develop thought and its 


expression. Patrick's Lessons In Language is the first book used and 
this Is followed by Buehler's Grammar In the sixth and seventh years 
and by Patrick's Grammar In the eighth year. From the first a com- 
bination is made with the drawing lessons, whereby the children do 
their own illustrating. This is varied by pictures cut from periodicals, 
only those pictures being used which are copies from the best in art. 
This union of the drawing and English, resulting in really artistic 
compositions, adds greatly to the interest in the lessons and serves as 
an inducement to the best effort. 


Practice in spelling supplements the reading of the first year and 
is a daily exercise throughout all the grades, not only In connection 
with the reading and English but also by means of separate lessons. 
The simplest sounds of the letters are learned during the first year, 
and exercises in phonics and the marking of quantity form a part of 
the regular lessons. 

Recitations are both oral and written and include the spelling of 
geographical and historical names. The first written work is made a 
part of the writing exercise upon especially prepared paper. After the 
first year The Modern Spelling Book is introduced and used through- 
out the grades. 


The vertical slant system of writing is used. During the first two 
years all English work is done upon paper especially ruled for the 
purpose, in order that regular hapits in penmanship may be formed 
from the beginning. 

Much objection is made to any system of handwritmg which does 
not vary among adults. 

This system, while it insures a certain uniformity, until the child 
has learned to properly estimate the relations between spaces and the 
letters occupying them, does not prevent the development of an in- 
dividual hand later. 


The number work of the first year is largely objective, that of the 
second and third years includes practice in the fundamental rules, the 
multiplication table, the tables of weights and measures and problems 
especially designed to cultivate thought power. It is believed that 
mental exercises cannot be introduced too early. The subject of 
weights and measures is concretely presented by means of a full 


cabinet, containing measures and scales, so that the pupils can actu- 
ally test the tables for themselves. 

Every good device known is available for the number work and 
by this means it is prevented from becoming monotonous and tedious. 

Ray's Elementary Arithmetic is used throughout the fourth and 
fifth year but this book furnishes only a basis for supplementary 
exercises taken from the newest and best texts of the day. In the 
sixth and seventh years Milne's School Arithmetic is used and in the 
eighth arithmetic is reviewed. Supplementary problems and Mental 
drill continue throughout the course. 


We have undertaken to give children in the model school one 
modern language because we believe that in childhood, when the 
verbal memory is strongest, languages are most easily acquired. It Is 
a matter of observation that a child taken abroad by his parents for 
the purpose of learning a foreign tongue will speak it fluently before 
the parents have mastered the irregular verbs. 

We do not aspire to have the children speak French fluently, since 
they can have only one period each day for this work, and since they 
do not hear the language spoken outside the class room, but we have 
succeeded in a large measure with those who have been with us 
longest in teaching them to write, to translate and to pronounce the 
French language. We consider the practical value and the cultural 
value of this knowledge to be great enough to justify the time be- 
stowed upon it. 



The work in elementary science includes nature study for all 
grades, health talks, simple physiology and hygiene. 

For the little ones Anna Thomas' First School Year is the basis 
of the lessons. With the older ones the best books are read and dis- 
cussed and all the children are encouraged to watch and investigate 
animal life as they see it around them. During the first three years 
the course in drawing is based on the nature study and both correlate 
with the English. The drawings of the children are used to illustrate 
their compositions and the ideas which are developed by pencil and 
crayon are gained largely from the observation of animals, fruits and 
plant life. This is supplemented by stories, pictures and descriptions. 

Elementary talks are given in physiology and hygiene, intended 
to prepare the way for the test later. 



The purpose of drawing in this department is fourfold, viz: 
1st. To awaken interest. 
2nd. To stimulate observation. 
3rd. To develop memory. 
4th. To cultivate expression. 
All children are interested in drawing and this interest is deep- 
ened by fixing their attention upon the common things with which 
they come in contact; they thus deevlop a keen and unerring obser- 
vation of created things with reference to form, color, action, feeling, 
weight, effect and source. 

When they have observed these facts for themselves they next 
proceed to give expression to their knowledge, and this process 
(drawing) compels perception, conception, observation and reflection; 
it also developes imagination, judgment and reason. 

The work in the first three grades is based upon and correlates 
with nature study and English and includes memory and imaginative 
drawing. In the higher grades the same work is carried to a greater 
degree of perfection with the addition of map-drawing, the study of 
color and of natural and artificial objects. 


Song-singing, when properly related to sight-reading, is of greater 
value in the musical development of the child than the study of 
technique alone. While technique is abstract and beyond the com- 
prehension of children, songs are to them realities, attractive and in- 
teresting. The study of songs alone, however, cannot bring about 
necessary growth in musical understanding. We recognize the im- 
portance of thorough drill in the elements of music and in sight sing- 
ing. Hence, the combination of simple melodies with interval practice 
and sight-reading is followed throughout the course. 


Lessons in geography commence in the second year. A fine globe, 
suspended from the ceiling by a weight, gives the children their first 
ideas of the shape of the earth, the zones, the continents and main 
bodies of water with other forms. As soon as they are in possession 
of a few fundamental facts, such as those of direction, distance, the 
shape and motions of the earth, changes in climate and the forms of 
land and water, they are taken on an imaginary journey around the 

Everything is made as realistic as possible; pictures are used in 
profusion, descriptions of places and people are read or presented 


orally, and an earnest effort is made to develop and fasten the Idea 
that the study of geography primarily means the study of real places 
and real people. 

The history and English of the second year are united with the 
geography. A visit to Rome, for example, furnishes a chance to tell 
the story of Horatius at the Bridge and to read the poem. Then the 
story is reproduced as a part of an English exercise. 

All through the course the geography, history and English are 
made to correlate. Frequent stories and descriptions familiarize the 
pupils with the habits and customs of the peoples of the different 

No maps are used until the fourth year, hut a large sand table 
furnishes abundant chance for concrete illustration of the surface of 
the earth. 

Rand and McNally's elementary geography is studied in the 
fourth and fifth years, supplemented by outside readings, pictures and 
descriptions. In the sixth and seventh years Mitchell's Geography is 
used. Chalk modeling is introduced with the first map drawing and 
large dissected maps of all the countries supplement text and globe. 

Until the sixth year history and geography alternate with each 

The eighth year pupils have the opportunity for rapid review of 
Mitchell's Geography. 

v s i 


As has been noted, the history of the second and the third year 
correlates with English and geography. Biography, story and descrip- 
tion, read, written and illustrated, hold the interest and prepare the 
way for the text. In the fourth and fifth years Montgomery's Ele- 
mentary History is used, with outside readings. In all cases, when a 
text is furnished, fully half of the recitation period is spent in reading 
over and discussing the next day's lesson. The recitation proper Is 
considered of less importance than the preparation of the lesson. 

In the sixth and seventh years Montgomery's History is studied 
and in the eighth year the work is reviewed, if needed. Tests are 
frequent and every test is made also an exercise in English. 


It Is believed that the simple lessons growing out of the daily 
experiences of child life accomplish more than any set Instruction In 
morals, and constant effort is made to help the children understand 
that truly polite manners spring only from a pure and unselfish heart. 
The everyday life of a school furnishes abundant opportunity for 
developing the spirit of the golden rule and the culture which is the 
result of that spirit rather than of any outside effort. 



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(Miss Aura Stevens 


Miss Ella Turner 

Miss Flora Pope 
Miss Aura Stevens 

Miss Sallie Humphries 
Miss Dainty Craig 

Miss Virgie Johnson 
Miss Elizabeth Ferguson 

Miss Minnie Ogden 
Miss Eva Hieronimus 

Miss Dainty Craig 



Andrews, Ralph 
Burns, Frances 
Chambers, Guy 
Fitzgerald, Lawrence 
Guthrie, Kathleen 
Henson, Jessie 

Wilson, Clara 

Myers, Doris 
Newman, Ford 
Northcott, Amizetta 
Northcott, Andrew 
Nye, Gordon 
Walton, Ethel 


Andrews, Ralph 
Childers, Ester 
Doolittle, Mac 
Guthrie, Kathleen 
Hagan, Hugh 
Henson, Jessie 
Leftwich, Ruby 
LeSage, Frank 
LeSage, Lucile 
LeSage, Ruth 
McVay, Hilda 

Miller, Sallie 
Myers, Doris 
Newman, Ford 
Northcott, Andrew 
Roberts, Hazel 
Roberts, Garland 
Sikes, Minnie 
Walton, Ethel 
Walton, Porter 
Williamson, Mary 
Yates, Annie 


Andrews, Ralph 

McVay, Hilda 



Bagby, Helen 
Corwine, Marie 
Cox, Thelma 
Doolittle, Jean 
Dcolittle, Mac 
Fitzgerald, Lawrence 
Guthrie, Kathleen 
Henson, Jessie 
Jenkins, Emma 
Jones, Macon 
Jones, Selden 
Leftwich, Ruby 
LeSage, Dovel 
LeSage, Frank 
LeSage, Josephine 
LeSage, Lucile 
LeSage, Ruth 
Myers, Doris 

Yates, Annie 

Newman, Ford 
Northcott, Andrew 
Roberts, Hazel 
Roberts, Garland 
Robertson, Gertrude 
Sikes, Minnie 
Sikes, Walter 
Simms, Earle 
Smith, Flora 
Stevens, Alleene 
Thornburg, Irving 
Tomkies, Douglas 
Vickers, Leonard 
Walton, Ethel 
Walton, Porter 
Weider, Alice 
Wilson, Lewis 
Williamson, Mary 


Andrews, Ralph 
Boig, Eleanor 
Bagby, Helen 
Branthoover, Virginia 
Carter, Dayton 
Carter, Thelma 
Caughey, Mary Lapsley 
Cavendish, Marguerite 
Cavendish, Virginia 
Cleveland, Marion 
Corwine, Marie 
Cox, Thelma 
Crum, Maude 
Doolittle, Jean 
Dcolittle, Mac 
Emmons, Carlton 
Erskine, Lillian 
Ferguson, Clarence 
Ferguson, Kathleen 
Fitzgerald, Lawrence 
Ford, Margaret 
Gautier, Kathleen 
Germer, Charles 
Gregory, Jean 

MacDonald, Donald 
Mason, Frances 
Mason, Robert 
Mathews, Robert Peebles 
McVay, Hilda 
Morrison, Ernest 
Morrow, George 
Myers, Doris 
Newman, Ford 
Northcott, Andrew 
OTIanlon, Donna 
Reid, Bessie 
Reid, Leroy 
Riffle, Lucile 
Robertson, Gertrude 
Roberts, Garland 
Roberts, Hazel 
Roberts, Thelma 
Sample, Dixie 
Sanborn, Audrey 
Sanborn, Mary 
Simms, Earle 
Smith, Flora 
Stevens, Alleene 


Henson, Jessie Thornburg, Irving 

Holliday, Mary L. Thornburg, Josephine 

Jenkins, Emma Tomkies, Douglas 

Jones, Macon Tomkies, Tony 

Jones, Selden Vickers, Leonard 

Leftwich, Ruby Walton, Ethel 

Lemley, Edith Walton, Porter 

LeSage, Dovel Weider, Alice 

LeSage, Frank Whittaker, Elizabeth 

LeSage, Josephine Williamson, Nora 

LeSage, Lucile Williamson, Mary 

LeSage, Ruth Williamson, Vickers 

Love, Paul Wilson, Louis 
Yates, Annie 


The purpose and work of the Model School has already been 
referred to under its own head. The school was founded for the pur- 
pose of adding practical training to the theoretical knowledge gained 
in class, and the results as seen in the teachers sent out from 
Marshall College, after such training, have fully justified its establish- 
ment. Nothing, in our estimation, takes the place of actual contact 
with the children. This experience^ combined with the advantages 
gained from the direction and suggestions of the superintendent dur- 
ing the progress of the work, is sure to result in greatly increased 
skill and efficiency on the part of the young teacher. 

SCHOOL VISITING — All members of the Normal senior class are 
required to visit at least ten schools outside of our own, during the 
year. These visits are for the purpose of studying the work of other 
teachers; their methods, system, discipline, courses of study and 
general plan. A report of each visit is made to the superintendent of 
the Training Department, not with the idea of criticism, but rather 
in order that she may see what has been gained by the experience. 
Ten visits are also required in the preparatory department of our own 
school and a report of these visits is submitted. . 

SIGHT READING IN MUSIC—The course in sight reading is in- 
tended to fit the student for teaching the elements of music in the 
public schools. At the close of the course he must have a clear idea 
of tone perception, must know something of the principles of deep 
breathing and of breath control, and must be able to pass an examina- 
tion on simple technique. 

He must also have at his command a good theory of teaching 


which he is able to put into practice in the training of children, and 
must therefore be able to read simple music at sight. 

DRAWING AND COLOR WORK.— The work under this head in- 
cludes, — 

1. Drawing of natural and artificial forms in the flat and from 

the object. 

2. Illustrative drawing. 

3. An understanding of color, color mixing and the matching of 

tones in art and nature. 

4. Clay modeling of natural and artificial forms. 

The requirements are: 

1. A thorough understanding of the principles of drawing. 

2. Knowledge of the theory of color. 

3. Ability to care for and manipulate clay. 

4. The power to present the subject in its various phases to 

grade pupils. 

SPECIAL LECTURES. — These are divided into two classes; those 
purely of an academic nature and those on professional subjects. The 
speakers are invited by the principal and the subject named by him, 
on which the lectures are to be delivered, for he, after consulting with 
the superintendent of the training department, knows best the kind of 
lectures needed most. This prevents haphazardness and overdoing 
some themes at the expense of neglected ones. 

The list of parallel readings bearing on the professional studies 
will be found in the booklet printed for the students and containing 
lists of parallel readings on all subjects in all the courses. 

ORTHOGRAPHY. — In Orthography the requirements are: 

1. Ability to pass the final test on spelling, — 100 words selected from 

a list of 1,000. 

2. Ability to pronounce, by the use of Webster's diacritics, 80 out of 

100 words selected from the vocabulary of the man of average 
culture and education. 

3. Ability to define 100 words selected from a list of 1,000. 

4. A fair knowledge of words in the way of word analysis, synonyms, 

homonyms, and antonyms, and of vowels, consonants, mutes, 
liquids, and phonetics. 

5. An intelligent use of words in ordinary composition. 

THE PEDAGOGY SEMINARY — This seminary has to do with the 
pedagogical work of the class. It is held each alternate Thursday 
from 2 to 4 p. m., and includes, in the scope of its work, school law, 
school administration, school supervision, courses of study, the value 


of the various studies in the course, child study, moral education, 
school systems, the observations made by the class in their visits to 
the schools of the surrounding towns, cities and rural districts under 
the diection of the superintendent of the "training department," and 
all kindred subjects deemed valuable in the education of the teacher. 

The discussions are opened by some member of the class who has 
been assigned to the task of making out a full analysis of the subject. 
Copies of this analysis or syllabus are prepared by this person for all 
members of the seminary and are distributed at the opening of the 
meeting. The one appointed for making out the syllabi is required 
to have it done in a special form on the typewriter, and he must go 
through the discussion, speaking not from a prepared paper, but from 
the notes of the syllabus only, one object being to train the class in 
extemporaneous speaking. He may be interrupted by permission of 
the superintendent, but most of the criticisms are made after the close 
of the leader's discussion. 

The Seminary is one of the best features of the training work, 
especially from the standpoint of cultivating habits of research, intel- 
ligent observation and criticism, and ease, grace and brevity in oral 

THE CURRENT HISTORY SEMINARY.— The plan of the work in 
this seminary is similar to that done in the pedagogy seminary except 
that the topics discussed are not immediately concerned with the 
study of pedagogy, but rather with the current events of the day. 

While congress is in session and during the sittings of our own 
state legislature, special reports are made of the doings of these 
bodies, also of the doings of other legislative and executive bodies 
in this and other countries. All matters of current history deemed of 
such importance that they are history-making in their nature or in 
their effect, are noted and discussed. These topics are assigned long 
enough in advance to permit those preparing papers to make proper 
research in periodicals, books, and other sources, so that the discus- 
sion may not only be full enough but drawn from enough sources to 
assure accuracy. The papers are not limited to mere current events 
but are expected to trace causes and connections no matter how many 
years or centuries may be involved. 

Every syllabus is accompanied with a good bibliography so that 
not only may the members of the seminary verify the statements sub- 
mitted but may read the details if they wish. 

The Current History Seminary may well be called the medium by 
which the senior class is put in touch with world history in the course 
of its transactions, put in sympathy with the movements of the world, 
taught to search for the facts underlying world movements, taken out 
of themselves and put in touch with mankind in its broadest sense. 

A thorough examination is given at the close of each year's worjc 


on the history of the world for the 12 months preceding. This exam- 
ination is made out by the principal to test the thoroughness with 
which the work of this department has been done. 

It was expected that this seminary would induce wider and more 
intelligent reading and develop a wider field of observation for the 
seniors, and not only has this been the result attained, but the success 
of the work from other points of view has been very marked, indeed. 





Eng. Grammar 
U. S. History 

Eng. Grammar 
U. S. History 
Mental Arithmetic 


Eng. Grammar 



Advanced Mental Arith. 


First Year. 


( & 

(Greek History. 







Industrial Geography 

Second Year. 




Roman History 




English ( & 


English ( & 


English ( & 






( and 

(Modern History 

English History 

Junior Year. 

( or 




English (Literature) 

English (Literature) 

English (Literature) 

History of Education 


( or 



( & 

(U. S. History. 

Commercial Geog. 

(School Sanitation 


(Architecture, etc. 


Senior Year. 



( or 



( or 

(Biblical History 




(Child Study 
(Educational Psychology. 

(School Supervision 

( & 

(Training Work, 


( & 

(Training Work, 


( & 

(Training Work, 





Eng. Grami 
U. S. Histoi 


Eng. Grammar 


U. S. History 

Mental Arithmetic 



Eng. Grammar 



Advanced Mental Arith. 


First Year. 


( & 

(Greek History 







Industrial Geography 




Roman History. 

Second Year. 


English ( & 


( or 


English ( & 


( or 

( or 


English ( & 


( or 





( & 

(Modern History. 

English History. 

Junior Year. 

( or 



( or 
( or 

English (Literature) 

English (Literature) 

English (Literaure) 

( or 

( or 

( or 

( or 

( or 

Senior Year. 

( or 

( or 


( or 

( or 

( or 

X or 


( or 

( or 

( or 

( or 


( or 




Eng. Grammar 
U. S. History 

Eng. Grammar 
U. S. History 
Mental Arithmetic 


g. Grammar 

dvanced Mental Arith. 



First Year. 


( & 

(Greek History. 






( or 

( or 

( or 


Industrial Geography 
Second Year. 

Roman History 




English ( & 


English ( & 

* (Literature. 

English ( & 


( German 
( or 

( or 

( or 


( & 

(Modern History. 

English History. 

( or 




English (Literature) 


English (Literature) 


English (Literature) 


( & 

(U. S. History. 


( or 

( or 

( or 

( or 



( or 

( or 

( or 



• Ethics. 











Eng. Grammar 
U. S. History 

Eng. Grammar 
U. S. History 
Mental Arithmetic 

First Year. 


Eng. Grammar 



Advanced Mental ' Arlth. 



( & 

(Greek History. 






( or' 

( or 

( or 


Industrial Geog. 

Roman History*. 

Second Year. 





( & 

(Modern History 

English History 

( or 

English ( & 


English ( & 


English ( & 


( or 

( or 

Junior Year. 

( or 





( & 

(U. S. History. 


( or 

English (Literature) 

English (Literature) 

English (Literature) 

( or 

( or 

Senior Year. 

( or 

Plane Trigonometry 

( or 
(Spherical Trig. 


( or 

(Analytical Geom. 



( or 


Physics Physics Physics 

(French (French (French 

(or (or (or 

(German. (German. (German. 



Arithmetic, Written . . Any Good Book 3 months 

Arithmetic, Mental .... Brooks 3 months 

Bookkeeping New text to be chosen 3 months 

Civil Government Willoughby 3 months 

Geography, Political .... Any Good Book 3 months 

Geography, Physical . . . Davis 3 months 

(Patrick's Lessons, or ) 

Grammar* (Reed & Kellogg's Higher ) 3 months 

( Lessons. ) 

History, United States . Any Good Book 3 months 

History, Ancient Any Good Book 3 months 

History, Grecian Any Good Book 3 months 

History, Roman Any Good Book 3 months 

History. English Any Good Book 3 months 

Literature Outlines Prepared for this 3 months 

Map Drawing No Text Required 3 months 

Orthography Text Prepared by the Principal 3 months 

Pennmanship Slanting Hand 3 months 

Physiology Overton 3 months 

Theory & Art of Teaching White 3 months 



A "UNIT," as used when referring to a single study, means the 
work in any subject for one term, (3 months), recitations coming five 
times per week. 

If the recitations in a study come but once per week, the work in 
such a study covers only one-fifth unit per term, if twice per week, 
two-fifths unit, and so on. 

The class of 1907 will graduate under the old courses of study, 
although they will be allowed a few substitutions if this can be done 
to then- benefit, the principal reserving the right to say what substitu- 
tions may be made. 

Under the new courses of study a student is permitted to sub- 
stitute work of like grade done in any of the other courses or in an- 
other school of approved standing, to the number of three units, pro- 
vided the principal approve of the substitution. But no substitution is 
permitted for Latin, English, algebra (except the last term of the 
Academic algebra) or geometry in the normal course, and no substitu- 
tion for any of the professional subjects of the normal course will be 
permitted except with the approval of the superintendent of the 
model school and training department. 

Because a subject is scheduled for a certain term, e. g., geology 
for the spring term only, does not mean that it is carried for that 
term only. As far as possible our students who are here the full year 
take each study during the term for which it is scheduled on the pre- 
ceding pages; but new classes are organized at the opening of each 
term in a majority of all the subjects named in the several courses of 
study. This we find necessary at Marshall College for these reasons: 

1. The large number of new students that enter at the opening 
of the winter and spring terms. 

2. The number that can be here for but one term each year. 
Orthography, English composition, and penmanship are required 

in all the courses when the student is found deficient in these sub- 
jects, — which means in the vast majority of cases. 

Drawing and vocal music are compulsory for at least one term in 
the Senior Year of the Normal Course. 


This course includes a total of 16 units: 

Milne's Advanced Arithmetic Completed 

Brooks' Mental Arithmetic Completed 

Milne's Elementary Algebra Completed 


Milne's Academic Algebra Completed 

Milne's Plane, Solid and Spherical Geometry . ... Completed 

Wentworth's Plane Trigonometry Completed 

Wentworth's Spherical Trigonometry Completed 

Analytical Geometry Completed 

Review Arithmetic , 


The English course covers 12 units: 

Patrick's English Grammar Completed 

Patrick's Advanced Grammar Completed 

Reed & Kelloggs' Higher English Completed 

Quackenbos's, also Lockwood and Emerson's Rhetoric Completed 

Hawthorn & Lemons' American Literature Completed 

Painter's English Literature Completed 

English Classics in connection with Grammar and Rhetoric 

Work 3 years 

English Composition in connection with Grammar and 

Rhetoric 3 years 

English Masterpieces and Composition 1 year 

Senior and Junior Exercises 

Seminary Drill and Practice in the Art of Extemporaneous 

Speaking 1 year 

Required Affiliation with one of the Literary Organizations 

of the School 2 years 

Spelling, Defining, Word-Study, Word-Analysis, Diacritics, 

and Pronounciation 4 years 


The work under this head includes: 

Physiology 3 months 

Physiography 3 months 

Industrial Geography 3 months 

Commercial Geography 3 months 

Botany 3 months 

Zoology 3 months 

Geology 3 months 

Astronomy 3 months 

Chem istry 9 months 

Physics 9 months 

Agriculture 3 months 

Sociology 3 months 

Economics 3 months 


School Sanitation and School Architecture 3 months 

Lectures on Hygiene 3 months 


' '' . • 

The work in these subjects includes: 

U. S. History, (Preparatory Year) 6 months 

Oriental and Greek H istory 3 months 

Roman H istory 3 months 

Mediaeval and Modern History 3 months 

English History 3 months 

U. S. History and Civics 3 months 

Biblical History 3 months 


The course in Latin covers four years — a total of 12 units, repre- 
senting, in all, 148 weeks' work, five recitations per week, or 740 

The 12 units of this course are known as Latin I, Latin II, Latin 
III, Latin IV, and so on up to and including Latin XII. 

Latin I, covers the first 34 chapters of Smiley & Storke's Begin- 
ner's Latin, or up to the Passive voice of the verb. 

Latin II, covers chapters 35 to 66 inclusive, or up to "Review of 
the Subjunctive Mode." 

Latin III, covers the rest of the Beginner's Book'from chapter 66 
on, and the first twenty chapters, Book I, of Caesar's Gallic War. 

Latin IV, covers the rest of Book I from chapter 20 on, all of 
Book II, Caesar's Gallic War, and Prose Composition. 

Latin V, covers Books III and IV of the Gallic War, and Prose 

Latin VI, covers the first three orations of Cicero against Cata- 
line, and Prose Composition. 

Latin VII. Fourth oration of Cicero against Catiline, orations for 
the Poet Archias and Marcellus, 410 lines, Book I, Aeneid. Prose 

Latin VIII. Book I, Aeneid, completed; Books II and III. 

Latin IX. Books IV, V, and VI, Aeneid. 

Latin X. De Amicitia and De Senectute, Cicero. 

Latin XI. Selected Odes, Epodes,and Satires of Horace, also Ars 

Latin XII. Books XXI and XXII, Livy, at the discretion of the 
instructor. Selections from Tacitus, Ovid, Crowell's Latin Boets, or 
Smith's Latin Selections may be substituted for a part of the work 
indicated in Courses X, XI, and XII. 


Close attention is given to the mastery of form, syntax, and vo- 
cabulary, in the belief that the student can by no other means, learn 
to read Latin with intelligent and pleasurable comprehension. The 
bearing of Latin etymology and syntax upon the English language is 
carefully pointed out and emphasized. This fundamental study is 
throughout the entire course directed toward the development of clear 
thought and clear expression. 

Latin Texts. 

Beginner's Book, — Smiley & Storke; Caesar, — Harkness and 
Forbes; Cicero, — Forbes; Virgil, — Knapp; Composition, — Riggs' "In 
Latinum" (Caesar and Cicero); grammar, — Allen and Greenough, with 
references to Bennett and Harkness. 


The course in Greek covers a period of three years — a total of 
9 units, representing 111 weeks' work, five recitations per week. 

The nine units of Greek are referred to as Greek I, II, III, and 
so on. * 

Greek 1. First Greek Book, first 41 lessons. 

Greek I!. First Greek Book, lessons 42 to 72 inclusive. 

Greek Ml. First Greek Book completed; Anabasis, Book I, first 
eight chapters. 

Greek IV. Book I completed; Book II, Selections from New 
Testament. Prose, Composition. 

Greek V. Book III, Anabasis; Book I, Iliad. Prose Composition. 

Greek VI. Peeks II and III, with selections from Book VI, Iliad. 
Prose Composition. 

Greek VII. Selections from Lysias and the Minor Poets. Prose 

Greek VIM. Selections from Herodotus, Thucydides, and Xeno- 
phon's Memorabilia. Prose Composition. 

Gr^ek IX. Plato, Apology and Crito. 

Throughout the entire course the relation between the Greek and 
English languages is strongly emphasized. There is a constant effort 
to sbow to the student the literary and historic value of the works 
of classic anthers. The best maps and pictures supplement the 
work. In addition to the prescribed readings, constant reference is 
made to the many valuable books in the library, well adapted for 
parallel reading and investigation. 

The work of this department is thoroughly practical, since it not 
only prepares for College Greek, but gives to the careful student ease, 
accuracy, and variety of expression, as well as broad mental culture. 



The course in German covers three years. 

The first three months are given up almost exclusively to a 
mastery of the elements of pronunciation, accent, declension, conjuga- 
tion, simple forms of construction, and to acquiring a working vocabu- 
lary in simple conversation and reading. 

With the opening of the second term German stories are taken 
up, also composition and grammar work. 

The work of the third term is similar to that of the second except 
that the German stories are a little heavier. 

The work of he second and third years consists of reading classic 
stories, dramas, poetry, and ma sterpieces from Goethe, Schiller, Heine 
and other leading German writers. Composition is "kept up throughout 
these two years. The idioms of the language are studied with special 
pains, and much time is given to conversation. In the advanced work 
German is used exclusively by teacher and students in class. 

Technical grammar is kept up in connection with the work in 

Lists of the readings in this course are not given because they 
are varied from year to year, and are not decided upon till the needs 
and aptness for the language, of the classes, are known. 

Whitney, Cooks, Otto, Joynes-Meissner, and other standard gram- 
mars are used, Gaspey-Otto-Sauer serving as the standard. 


The course in French covers three years and the work is done on 
the same plan as the work in German. 

Conversational work, composition and grammar, as in German, re- 
ceive very careful attention throughout the course, especially in the 
higher classes. 

Sight reading receives liberal attention also in the advanced 
classes, both in French and in German. 

The readings in this course are selected after the same manner 
as are those in the German course, and from like sources. 


History of Education 3 months 

Economics 3 months 

School Sanitation and Architecture 3 months 

Biblical History (Once a week) 3 months 

Pedagogy 3 months 

Psychology 3 months 

School Supervision ,,. , ,,,,,.. ...,,,,,.. 3 months 


Sociology 3 months 

Methods of Teaching , 3 months 

Ethics (three times a week) 3 months 

Child Study (Once a week) 3 months 

Educational Psychology (once a week) 3 months 

Training Work 9 months 


At the close of the long term — our fall term — we usually set apart 
an entire week for examinations and when we do so -they are com- 
pulsory; that is, no student can continue his work during any succeed- 
ing term till he has passed his examinations. The only excuse we 
have yet accepted was that of continued and severe illness, in which 
case a certificate or verbal report from the physician who attended 
the student was necessary. There might he other extreme cases in 
which excuses from examination could be obtained; most rules are 
subject to some exceptions; but if a student expect to continue work 
here or anywhere else it would be to his advantage to pass his exami- 
nations; and if he refuse to do so without justifiable excuse he will 
not only be denied a special examination but will be dropped from 
the school. 

We sometimes devote a week at the close of each of the three 
terms to examinations, and would always were it not for the follow- 
ing conditions that exist here: 

1. Students — chiefly teachers from the rural districts whose 
schools close before our spring term opens — enter at all times during 
our winter term iri order that they may get more than one term per 
year. Many of these enter so late in the term that they are not pre- 
pared to take the winter term examinations and if the closing week of 
the term be given up to examinations these students who entered late 
find a week wherein there are no recitations — almost lost time to 
them here on expense. Accordingly we usually have our winter term 
examinations in the form of frequent class tests. By this means 
those who enter late may pass the tests on those parts of the texts 
which they have taken up after entering and are accommodated with 
class work — recitations — up to the very last day of the term. And 
since there is no vacation between the winter and spring term, at 
least only two school days, Friday and Monday, students entering 
before the close of the winter term may continue their work uninter- 
ruptedly to the end of the spring term. 

2. The spring term is the term which is most largely attended 
by the teachers of the state, and as their time here is brief at most 
and since they wish to do as much work as possible, we usually have 


our spring term examinations In the form of class tests during the 
term and continue recitations up to the very last of the term. 

To get one's credits for work during a term when examinations 
are given in the form of class tests it is absolutely necessary that the 
student stay till the close of the term; otherwise his name is not 
entered on the credit list nor on the grade book of the school and no 
report is sent to his parents unless the principal write a personal 
statement as to the general character of the work done. It is, there- 
fore, of the very highest importance that the student study till the 
close of the term, for sometime, somewhere, in some way, either here 
or elsewhere, he will very much need his credits. Not a year passes 
but a number of young men and women who dropped out of the school 
before the term closed find themselves in serious need of a statement 
from the principal, of the work they did here, and write us for the 
same. It is a great disappointment to them to find there is no credit 

In case a student is very sick and we have proper assurance that 
he or she is too sick to remain in school, the cause for his withdrawal 
is recorded and a general statement of the amount of work done can 
be gotten at any time, but no grades can be given. 

In case a student drops out of school out of pure laziness or a few 
childish pains or other ailments of some kind, no record whatever is 
kept of his work. He usually does not do the kind of work that 
amounts to enough to record it. 

The student will please to remember that if he wish credit for 
work done here, his attendance must be regular and continue to the 
very close of the term except in extreme cases, and the faculty must 
judge as to what cases are extreme. 

It may be well to remind new students who enter here that class 
attendance is compulsory; that every absence from class is investi- 
gated ; that absence from class without an excuse which we can accept 
will be punished with expulsion if persisted in; that when they arrive 
in Huntington they must enroll at once and proceed to work; that 
any student found lounging about the city after arriving is liable to 
be sent home summarily; that the instructors of the school meet 
every afternoon at 2:00 and go over the entire list of students and 
know just who are absent and whether absent the entire day; that 
the cause for absence is almost surely investigated; that when once 
here a student must be in school and must be here regularly and 
promptly unless his excuse will bear investigation; that we want no 
students who do not come here to work; and that we propose to get 
rid of those who will not work. 

Attending school is a business here, not a pastime. 



A diploma of graduation is conferred on all who complete either 
the Normal, Science, Modern Language or Ancient Language course, 
with an average per cent of 80, and do not fall below 75 on any- 

No one is permitted to graduate, however, who has not spent at 
least one full year at the normal from which he wishes his diploma, 
and the "full year" must be either the Junior or the Senior year. 

We caution young people about getting in a hurry about graduat- 
ing. Go slowly, do much reading outside your course, do not carry 
very heavy work, take part in the social life of the school, take time 
to take care of your health, always take light enough work to have 
some time for recreation, and especially guard against carrying more 
work than can be well done without injuring the health. Take what 
work you can do thoroughly well and you will like it better, will like 
school better, it will like you better, and you and it will get very 
much more out of each other. 

Make haste slowly and do your work well, thoroughly well. Get 
all possible out of your school life that can be of value to you after- 

A much greater honor is it to graduate than most persons realize, 
and vastly more to the credit of those who do so. Graduation means 
labor, hard, persistent, continuous, systematic labor; it means courage 
also, determination, order, system; it means doing, completing some- 
thing valuable and noble; and men and women who do and complete 
things, valuable, useful things, are the men and the women needed 
most in the world. 

To have it said of a young man or young woman, indeed a man 
or woman of any age, that he or she has graduated at a school of 
standing in a city, community, county or state, is to have one victory 
recorded to his or her credit which cannot but be worth vastly more 
than it cost. 

Immediately after the opening of the fall term, each year, the 
"Committee on Graduation" takes up the record of each candidate for 
graduation, checks up his record, and reports to him within two 
weeks of the opening of said term what his standing is. If any one 
is found to have more than 16 units against him at that time he is 
notified that he cannot graduate that year, for no one with more than 
16 units to make for the year is admitted to the senior class at the 
opening of the fall term. 

The "senior roll" is made up at the close of the fall term. At 
that time every candidate who has been admitted on trial at the open- 
ing of the fall term is entered on the senior roll or is dropped finally 
from the class for that year. 


The "senior roll" is called in full faculty meeting four weeks 
before commencement day. If, at this roll call, any member of the 
class is found below the "danger line" he is promptly notified by the 
secretary of the faculty and thus is given one week to "set himself 
right" in his credits; at the end of this week the "final senior roll" is 
called and the result is reported to the president of the class and to 
the program committees for commencement. 

No one could sympathize more truly or more deeply with a 
worthy young person who is ambitious to graduate than the faculty 
of this school; but all ambition must be founded in reason, and every 
graduation should presuppose thoroughness. Graduation must have 
a meaning besides the sentimental and the pleasure phases that very 
properly attach to it, and this additional meaning, — its conditions 
fully complied with — must be respected and fulfilled if the sentimental 
and pleasurable phases are to maintain their significance. 

Our graduates are, to be congratulated, as is their alma mater as 
well, on the success that has been and continues to be the lot of 
most of them. 

Many of them have continued their studies to the completion of 
some degree, most of these choosing high class institutions for com- 
pleting their degree courses. We are sorry some of them are choos- 
ing medical schools which are scarcely up to the standard either in 
the amount or in the character of the work required, but economy 
has been an item with them. We hope however, that they may 
remember that a cheap degree is little better than no degree at all 
in recent years, and that where they finish their education means 
almost as much a,s how they finish it, at least so with the better in- 
formed part of the public. But no matter where they go, good, hard, 
persistent, patient thorough effort will bring its rewards. 

Our young men are drifting pretty largely into teaching, and are 
beginning work therein immediately after graduating here, at $60 to 
$90 per month, a few higher in the salary scale, some lower, but all 
of them climbing. 

Our young women are getting positions at $45 to $65 per month, 
as a rule, practically all of them nine months per session. 

Good reports are coming from nearly all of them. 

We caution both young men and young women about a vain 
ambition to "graduate young." This means loss of thoroughness, for 
much that is in our normal course requires maturity of mind to grasp 
it intelligently. Besides, the public is looking for men and women, 
not for boys and girls, to fill paying positions. 

Some students who enroll with us seem embarrassed when we 
ask their ages, simply because they are beyond 21, some of them 
above 30. We are always pleased to enroll a mature student. It 
means, first, as a rule, some one who knows what he is here for, who 
will be a "worker," who will add to the dignity of the school, who 


will need no disciplines; second, it usually means some one with 
experience in teaching, or some other valuable experience, and hence 
some one whom we can recommend for a good position when gradu- 
ated, all things else being equal. 

Younger students need not rush to complete their course; much 
time should be given to reading, for our library opportunities are 
rare, and a good share to the social life of the school, the literary 
work, etc. It really is a mistake to ever carry over four regular 
studies. When we hear some egotistic student boasting of how many 
studies he is carrying just because the number is "great," and often 
adding that he does not have to work hard, our opinion of said 
boaster goes down several degrees at once. It is a pretty sure sign 
of a "soft place" about the capital extremity, and a pretty good indi- 
cation that some one is shirking, skimping, or borrowing, if not steal- 
ing. It would be vastly more to his credit and to the credit of the 
school if his remarks were concerning how few studies he was carry- 
ing and how hard he was working on each. 

Each year we find that men of influence, indeed the public in 
general, attaches more importance to young persons graduating in 
some good school before they enter any business, trade, or profes- 
sion. More and more we find employers of labor referring with pride 
to certain of their men being graduates of a good . school. 

Each year graduation means more to young people, more to those 
who employ young people, more to the public in general, more to the 
state, and more to American institutions. 

Just one time in his or her life will the man and the woman of 
coming years regret that he or she has not graduated from some good 
school offering a good, strong, general course of study which equips 
one with a good general education; just once, we say, and that once 
will be all the remainder of his or her life. , 

Graduate in such a school before the age of 25 if you can, if you 
can't, then some time, if it be after the age of 40. 

We congratulate sincerely and heartily every young man who has 
enough regard for the needs and duties of citizenship in this Republic, 
enough appreciation of himself in the way of developing and training 
his mind, enough love of country and respect for its needs in every 
department of its workings from the humblest laborer to the Presi- 
dent of the United States, enough esteem and consideration for the 
woman he is to call his bride and the offsprings he may bequeath to 
a country that needs clean, honest, cultivated, educated and indus- 
trious citizenship as none other has in all history, enough feelings 
and sentiments of these kinds we repeat, to educate himself and to 
graduate from a good school of general education whether he has 
money or not, for there is a way if only a will can be found. 

With equal heartiness do we congratulate the young woman who 
is willing to deny herself some of the finer but lighter pleasures of 


life, who believes in hard study as an indispensable training mentally 
and morally, who has good sense and good judgment enough to know 
that education, a good general education, is just as necessary for one 
human being as another, regardless of sex, who has enough pride and 
ambition to prepare for the best there is in life for herself, her we 
sincerely and earnestly congratulate on her determination to graduate. 

To such young men and such young women we cheerfully tip 
the hat and pay due honor otherwise, for tFjey are the best hope of 
the race, the power that is to enthrone reason as against the mob, 
the individuals that are to shape and to direct the destinies of the 
American Republic. 

No man and no woman in his or her right mind ever regretted 
that he or she had graduated from a good school offering a good 
general education, but hundreds, thousands, millions have regretted 
that they did not graduate, are still regretting it, always will regret it. 

More: No person who has acquired a good knowledge of Latin, 
Greek, German, French or any other language, any science, or any 
other of the chief studies in our schools ever felt otherwise than that 
he would take them again if it were to do over again. 

No sensible man ever regretted learning anything that puts him 
in closer touch with man, ancient or modern, with nature in any of 
her manifold forms of manifesting herself, with the lower animals, 
with any part of this universe of space and matter, and with the 
great Author of them all, for the more intimate man becomes with 
all these, the more sympathetic he becomes, the wiser, the nobler, the 
more like unto Him who came from humble life in humble Nazareth 
to illustrate what knowledge of the world, of men, and of God 
meaneth to the individual man, — the only means by which he can 
rise to the stature, and dignity, and worth, and likeness of Him in 
whom knowledge is complete, the One omniscient. 



'-^ "^^ 

' % 









This department has kept apace with the general growth of the 
school. It has not only assumed decidedly creditable proportions in 
point of enrollment, but has become a very potent influence on the 
life and character of the school, an important and decidedly valuable 
feature of the success of the entire institution. 

Music has become, as it should, a part of the very warp and woof 
of Marshall College life, and has put the school in closer touch with 
the city of Huntington and the state than could have been possible 
otherwise. This is but natural; for the school that does not have 
music in its soul, and does not in some way appeal to the musical in 
other men's souls, is essentially as lacking in complete life as is the 
individual, and Shakespeare has described the latter in very strong 
terms — perhaps a little too strong — in his "Merchant of Venice," act 
V, scene I: 

"The man that hath no music in himself, 

Nor is not moved with concord of sweet sounds, 

Is fit for treasons, stratagems, and spoils; 

The motions of his spirit are dull as night, 

And his affections dark as Erebus: 

Let no such man be trusted." 


L. J. Corbly, 

Miss Rhoda Crumrine, 
Head Teacher in Piano. 

Mrs. C. E. Haworth, 
Voice, and Choir Music. 

Miss Grace Cummings, 
Sight Reading and Choral Work, 


Miss Mary Sharp, 
Assistant in Piano and Organ. 

Bertha Roth Walburn, 

Helen Randall, 
Second Assistant in Piano. 


Lack of room to comfortably house the music department has been 
more or less a source of embarrassment heretofore, but with the 
addition of our new and commodious building ample space will be set 
apart for this work, thus adding decidedly to its efficiency and, 
beyond question, to its influence both upon the school and upon the 
community, as well as to the patronage of the department. 

In the studios and practice rooms of this department are placed, 
for the benefit of students of music, the following instruments: 

> \ 

Practice Clavier 1 

Organs 2 

Pianos 9 

Band Instruments 16 



The course of study has been extended from four to five grades 
so that graduates from this division may stand the test of criticism 
when compared with the work done in still more pretentious schools 
than ours. The following is the course which will be in force here- 

Grade I. 

Emery's Foundation Studies, Lynes' Advancement Studies, Gurlitt 
First Lessons, Gurlitt Opus 187, Little pieces, (selected). 

Grade II. 


Studies by Czerny, Heller, Loeschhorn, and Krause, Kunz, Canons, 


Schumann Album for the Young, dementi's Sonatinas, Compositions 
selected to the need of the pupil. 

Grade 111. 

Czerny's Forty Daily Studies, Emery or Turner Octave Studies, 
Kullak's Octave Studies, Bach's Little Preludes and Fugues, Bach's 
Two Part Inventions, Mendelssohn's Songs without Words, Sonatas 
by Mozart and Haydn. Selected compositions. 

Grade IV. 

Moscheles Op. 70; Kullak's Octave Books II and III, dementi's 
Gradus ad Parnassum, Bach's French Suites and Three Part Inven- 
tions, Chopin's Nocturnes, Easier Sonatas by Beethoven. Selected 

Grade V. 

Bach's "Well Tempered Clavichord," the Greater Sonatas of 
Beethoven, Studies by Chopin, Henselt, and Liszt, Tausig's "Daily 
Exercises." Concertos by Masters of the Classic, Romantic, and 
Modern Schools. Composition by Shubert, Weber, Chopin, Grieg, 
Moszkowski, and others. 


Elementary Work in Harmony and in the History of Music are 
required as a part of the work of the Third Grade. 

Students completing the Fourth Grade will be awarded a certifi- 

Candidates for diplomas must complete the work of the five 
grades and must take also advanced work in Harmony, Theory and 
the History of Music. They are also required to give in public, 
entirely from memory, a recital consisting of only the best standard 
piano selections. 



All fees are payable by the term, in advance. The rates for 
piano lessons differ according to whether given by the head teacher 
in piano or by an assistant. 

Head Teacher's Rates: 

Fall Term $18.00 

Winter Term 14.00 





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<« < 

Spring Term , 15.00 

Assistant Teacher's Rates: 

Fall Term $17.00 

Winter Term ; 13.00 

Spring Term 14.00 

Charges for Piano Practice: 

Charges for the use of pianos and organs for practice between 
lessons, depends, of course, upon the number of hours pupils practice 
per day: 

Per Term — 1 hour per day, in advance, $2.00 






Students wishing to pay their practice fee for the full year in 
advance, will be given 10 per cent, discount from the "in advance" 
rates, making them $1.80, $2.70, $3.60, $4.50, $5.40, and $6.30. 

The difference in the charges, for music lessons per term, fall, 
•winter, and spring, is due to the fact that the fall term is about 
fifteen weeks in length, while the winter term is but ten weeks in 
length and the spring term, eleven weeks. Heretofore not the entire 
time of the fall term has been given to the work in music; hereafter 
the work in music will be begun at the opening of the term and con- 
tinued till the close of it, hence the difference in the charges for that 


The fee for each of these subjects is as follows: 

Fall Term .'....$6.00 

Winter Term 4.00 

Spring Term 5.00 

If there be fewer than eight in the class the periods will be half 
an hour in length. 

If there be eight or more in class the periods will be one hour in 
length. The reason for this difference is evident; for the additional 
income justifies the additional time given to the recitation. 

All fees are payable in advance at the opening of each term un- 
less special arrangements are made with the principal of the depart- 
ment, to the contrary. 

Students wishing to pay their music tuition for the full year in 
advance will be allowed a discount of "ten per cent." 



The charges for private lessons on the organ are the same as 
those for piano and also the fees for practice are the same. 


Lessons on this instrument will be given by our regular teacher 
at the rate of 

— 70 Cents Per Lesson — 
two lessons per week; if fewer than two lessons per week are given 
the rate is — 

— 75 Cents Per Lesson — 

Lessons on the Mandolin and Guitar will be given at reasonable 



First Year. 

Placing of tones. 
Studies from best composers. 
English and German Ballads. 
Elements of Church Music. 
Sight-reading and Part Singing. 

Second Year. 

Studies from best composers. 
Songs by modern composers. 
Church music. 

Third Year. 

Studies from best composers. 

Oratorio and Opera. 

Songs by classical composers. 

Normal Training. 

Practice of accompaniment. 

Harmony and theory. 

History of music. 

CLASSES IN SIGHT READING:— In these classes students are 


taught the intervals by the use of numerals, thorough understanding 
of time, rhythm, accent, and such other features of vocal music as 
will give them an intelligent grasp of the fundamentals of sound 
vocal culture, and will qualify them for singing ordinary music at 
sight and for teaching it to others. 

This work includes the normal course of music in the model de- 
partment and the instruction given to the senior class of the teachers 
training department, — teachers and prospective teachers. 

CHORAL CLUB:— The object of this work is to train all students 
who are interested in vocal music to sing to accurate time under a 
director, to familiarize them with the best hymns and songs, to pre- 
pare the young men for their glee club work and the student body for 
chapel singing. Some anthem work is done, also. 

The Choral Class is a very effective influence in developing good 
chapel music and in diffusing a music spirit throughout the school. 

CHOIR SINGING: — Only those students whose voices and vocal 
training come up to a certain standard of excellence are admitted to 
the class in choir singing. The object of the work of this class is 
to have a good choir for our chapel exercises which serves not only 
as a lead in the chapel singing, but which spends quite an amount 
of time in choir practice preparing anthems for chapel and other 
public occasions and gives some time to hymn singing, as well, re- 
sponses, etc. The training a student gets in this work abundantly 
repays him for the time spent, and the choir is a very potent influence 
in giving interest, dignity, and inspiration to our chapel worship. 

PRIVATE LESSONS:— This work, as well as all the rest of our 
vocal work, is under the management and direction of an exception- 
ally competent, gifted, and well trained vocalist, who has the ability 
in a remarkable degree to do what her profession stands for as well 
as to teach that rare art. 

Voice placement is perhaps the form in which her -work shows 
to best advantage, aside from her own singing, and certainly nothing 
is so important in the training of the human voice in song. 

EXPENSES: — No charges are made to either "The Class in Sight 
Reading," "The Class in Choir Singing," or "The Choral Class." 
The charges for "Private Lessons" in voice are: 

Fall Term $18.00 

Winter Term 14.00 

Spring Term 15.00 

Tuition is payable at the opening of each term. If paid for the 
full year in advance, a discount of $4.00 is made from the $44,00, 
making the amount even $40.00 for the year, 



One of the most enjoyable and profitable features of the Music 
Department consists in the Recitals given by students and teachers. 
Class room recitals are held once every month, to which all music 
students are invited. Even young pupils, not far advanced, are given 
something to do on these programs as soon as practicable. Three 
important ends are served by these recitals: 

First, they are a source of pleasure and encouragement to the 
students, thus increasing their interest. 

Second, young and timid or self conscious pupils improve greatly 
in their ability to perform before listeners. 

Third, a wholesome spirit of emulation incites to greater effort. 

Besides these class room recitals, it is our plan to have three 
public resitals during the year, in which only the advanced pupils and 
teachers take part. 

Each year these recitals grow more popular with the public and 
audiences grow larger. During the session of 1905-06 the large com- 
mencement hall was practically filled on each occasion of these 


NO TUITION WILL BE RETURNED except in cases of severe 
illness when the student has to leave school for the year. Otherwise 
the lessons lost during sickness will be made up to the student in- 
stead of returning the fees. "Sickness" here, means "sickness," not 


PLEASE TO REMEMBER, that those students of voice or of 
piano and organ who are absent from regular lessons simply to suit 
their conveniences for visiting, receiving visitors, or other inter- 
ferences with regular work which are quite too common with more 
than a few, need expect no allowances at the end of the term for 
their absences nor any lessons made up to them. This is a thing 
quite unknown in well organized schools of any kind, and it is un- 
known here. 

If a student be unable to take a lesson at the time appointed, 
that hour is lost to the teacher. It has been difficult to arrange hours 
enough during the past year and we can afford to lose none by a 
student's indifference, carelessness or petty "illness." 

When an absence is absolutely unavoidable — and the teacher must 
use her judgment as to this — the student may, by promptly reporting 
the matter, have that hour made up, but that will depend altogether 
on how scarce spare hours are and the cause of the absence. In well 


organized schools of all kinds there is a time for such recitation and 
BUT ONE TIME. Emergency alone can modify this. 

A college charges tuition. A student may miss one-third or more 
of his time out of necessity, or he may miss two-thirds, three-fourths, 
or even all of it out of indifference or carelessness; not one dollar 
and not one recitation is made up to him. 

Hereafter the music department is to be conducted on exactly the 
same plan as the rest of the work of this school, namely, all fees and 
tuitions will be paid in advance, the work will be appointed to each 
student, and if he'is not there at the time it will be his loss. 


Special rates will be made in the following cases: 

1. When more than one person from the same family takes work 
in either piano or voice, full time. 

2. When a student takes both vocal and piano work, full time. 
By "full time," is meant "full terms." 

Instead of charging so much per term of twenty-four lessons as 
heretofore, the charges will hereafter be so much per term, and two 
lessons per week are given. The number of lessons per term varies 
from 22 to 26 lessons. Whether the pupil enter early or late, the 
charges are the same, unless the lateness be absolutely unavoidable. 


The "Crumrine award," offered annually by Miss Crumrine, head 
instructor in the piano and organ department, is given, at the close 
of each year, to the student who excels in playing the classics, $18.00. 

This award is given in the form of free tuition. 

The "Beethoven award," offered annually hereafter by L. J. 
Corbly, as a means of encouraging the study of the history of music 
and the biography of musicians, a gold piece, $10. An examination on 
these subjects will be given the contestants for this prize early in 
May, and will be open only to students of the music department, 
instrumental and vocal, and only to those taking music "full time," 
the entire year. 

The "Mozart award," offered by L. J. Corbly, to the student of 
the music department who excels in the following lines: 

1. Attendance and Promptness to music lessons. 

2. Progress in music studies. 

3. General decorum as a student. In short, to the best all-round 
music student. This award will be a $5.00 gold piece and will be 
given only to students who are in the music department the entire 





EXPRESSION Includes the study of thought, the development of 
feeling, and the power to express the same in such manner that the 
audience will think, see and feel, as the speaker or reader. To gain 
this power, the study of different selections has been taken up. The 
picture is suggested to the student's mind in such a way that he can 
grasp the thought, and by placing emphasis on the important idea — 
the new thing presented, can convey the correct meaning. In this 
line of work, much time and attention have been given to the study 
of emphasis and words, phrases and sentences, pauses and inflection. 

Voice training for the speaking voice is very important in the 
study of elocution. Special attention is given to this part of the 
work, for to be an orator, or reader, or for conversation, a well culti- 
vated voice is necessary. The voice must be clear, strong, smooth, 
durable and must possess the power of changing from one pitch to 
another, so as to keep in harmony with the thought. For this voice 
development and culture a number of practical exercises have been 
given for development and strengthening the muscles at the waist, at 
the same time strengthening the lungs and adding vigor to the body, 
which renders it capable of greater powers of endurance; also giving 
vigor and energy of speech. Holding muscles firm while counting, 
also walking practice for breathing, repeating one or a number of 
lines, holding muscles firm, all assist in voice production and give 
necessary action of diaphragm. Vocal drill is given for fullness, 
depth and purity of tone, opening throat and rounding lips and pro- 
longing open vowel sounds to produce full round vibratory tones. 
Also scale practice for climax and transition, rising and falling tones 
and upward emphatic movement of the voice for pitch. , 

In the study of reading two things make up the work of the 
reader. First: Grasp the thought at a glance, see and study the idea 


until it becomes a real picture to his own mind. Second: To express 
it to his auditors with power and feeling that come with careful 
thought. Following out this rule the study of reading has been made 
very interesting. In gesture, negative and positive positions of body, 
head, hand; also facial expression — all portraying the thought. 

It is the aim in the work to remove faults and mannerisms, and 
to establish correct use, freedom and ease; to give the student control 
of the organs of expression. Curry's Classics for Vocal Expression is 
the text used. 

These texts contain selections from the works of Shakespeare, 
Milton, Browning, Tennyson, Wordsworth, Scott, Byron, Shelly, Keats, 
Burns, Goldsmith, Moore, Bryant, Longfellow, Whittier, Holmes, 
Lanier, Trowbridge, Hugo, Eliot, Dickens, Macaulay, Carlyle, Burke, 
Emerson, Prescott, Irving, Cooper, Beecher, Webster, Phillips and 

For the completion of the Evolution of Expression, which requires 
from four to five terms of work, certificates will be awarded. 

More advanced work will be given to those who desire it. 

A course for graduation has been arranged for, and students will 
be prepared to take advanced standing at Emerson College. 

The study of one or more of Shakespeare's plays each year will 
be made a feature of the work. 

TUITION: — $15 per term. This includes two private lessons each 
week, and one or two class lessons per week. 

For prizes offered in this department see Part XII. 



It is through the study of art that a person reaches the height 
of culture. Art teaches the student to see nature's blended effects 
and appreciate the subtle beauties that are shut out from all except 
her own chosen devotees. 

Art links man's mind to his surroundings and unfolds to him 
their many relations. 

Art should stimulate and cultivate power, taste and appreciation, 
and to this end the work is developed in the special, normal and 
model classes. 

The general lines of work now almost universally followed are 
five in number, viz: 

1. Nature drawing. 

2. Color. 

3. Pictorial drawing. 

4. Structural drawing. 

5. Decorative drawing. 

The drawings are developed first, with pencil and brush and ink 
in outline and silhouette; second, in value (light and shade); third, 
in color, in flat tones, colored crayons and water color; fourth, in 
graded tones. 

Drawing, developed in an orderly way, requires a consideration 
first of position, that is, where the object or objects are to rest in the 
picture, platn or on the paper, including the simple laws of per- 
spective; second, a consideration of the comparative size and propor- 
tion of things; third, shape. 

The specific outline of fine color discrimination is developed, 
first, through recognition of the spectrum colors; second, through the 
various hues, values and intensities; third, by using these tones in 
representation and design. 



This course offers an exceptional opportunity to those who wish 
to turn their attention in this direction for the sake of the cultural 
value, for the purpose of becoming artists or with the idea of training 
as special art teachers in public schools. In addition to the above, 
special courses are taught in drawing from the antique and from life 
and in landscape composition. 

Normal Course. 

The course for the normal classes will be a modification of the 
above, to suit time and conditions, with the addition of clay modeling 
and the principle of teaching drawing. 

> V 

Model Grades. 

, » 

The work in the grades should be a modification of the normal 
course, simplified for each grade, beginning with the first, where the 
requirement is expression of ideas and neatness of execution. 


Model grades, Free. 

Normal class, Free. 

Special Day class, per term, $15.00 

Special Night class, per term, 8.00 

Special Day and Night, per term, 18.00 

These rates include both the enrollment fees and tuition for the 
department. In case students have already paid their enrollment fee, 
in order to enter some other department, that amount will be deducted 
from the above tuition. 

See Part XII for prizes offered in this department. 

For further particulars address the head of the department. 




* .• 

Board, as spoken of here, includes room, light, fuel, and food. 
In the case of club board the room is furnished and cared for by the 
family from whom the students rent the rooms; in the case of private 
board this is also true; in College Hall the girls furnish their towels, 
soap, and bedding except the mattress; all other things are furnished 

The figures given below are taken from the actual cost for the 
past year, 1905-'06. Unless there should be crop failures or some 
other causes for advancing the price of foods, of which we do not 
now know, the figures given below should not vary for the coming 

By a "month" below is meant "four weeks." 

The School Year, from early September to the middle of June, 
covers a period of forty weeks, including the Christmas holidays, and 
is divided into three terms. 

The Fall Term, extending from the September opening to the 
Christmas holidays, varies, according to the earliness or lateness of 
the opening from 13^ to 14% weeks. 

The Winter Term, extending from the opening after New Year 
to the latter part of March, varies in length from 10y 2 to 12 weeks. 

The Spring Term, extending from late March to the June com- 
mencement, varies from 12 to 13 weeks. 

Board Per Month. 

In Clubs $10.00 to $10.75 

In College Hall 11.25 to 11.50 

In Private Families 12.00 to 14.00 


Board Per Term. 

Since the terms vary in length from eleven to fifteen weeks ot 
course the cost per term varies accordingly. So we give the terms 

(1). Fall Term. 

Club Board $35.00 to $37.50 

College Hall 39.00 to 40.00 

Private Board 42.00 to 49.00 

(2). Winter Term. 

Club Board $25.00 to $26.75 

College Hall 28.00 to 28.75 

Private Board 30.00 to 35.00 

(3). Spring Term. 

Club Board $27.50 to $29.50 

College Hall 30.75 to 31.50 

Private Board 33.00 to 38.50 

Board Per School Year. 

Club Board $ 87.50 to $ 93.75 

College Hall 97.75 to 100.25 

Private Board 105.50 to 122.50 


This item is a small one. The school has its own book-store and 
sells new books to students 10 per cent below cost in general book- 
stores. Second hand books are kept for sale also, the custom being, 
that when a student has completed a text book he may leave it with 
the college book-store manager for sale, the price depending of course 
on how well the book has been cared for, but varies from 20 to 75 
per cent of the original cost. As soon as such second hand book is 
sold the amount realized therefor is handed to the original owner, or 
if he has gone home in the meantime, the amount is forwarded to 

With these apportunities for getting new books at reduced prices, 
selling books no longer needed, and buying second hand books, the 
book bill of our students is less than at any other school which does 


not have these facilities. The cost of books to a student depends 
therefore : 

(1). On whether he wishes to sell any of his books already used. 

(2). On whether he buys new or second hand books. 

(3). On whether he is in our lower, intermediate, or higher 
grades, the cost of the higher grade books, such as the sciences, 
languages, etc., being considerably more than the cost of the books 
used in our lower grades. 

About $3.00 is the average annual cost for books in our lower 
grades, and about $6.00 in the higher grades. 


To all students this fee is $2.00 per term, payable when the 
student enrolls, and is never refunded. It is charged all students 
alike, whether from West Virginia or from another state, and is the 
only fee West Virginia students pay — $2.00 per term, or $6.00 per year 
— except in cases where they fail to make their term average of 70 
per cent, see next section, under tuition. 


No tuition is charged West Virginia students except in the follow- 
ing instances: 

(1). When a student fails to make an average of 70 per cent in 
all his studies as is shown by his report at the end of any term he is 
required to pay tuition at the rate of $6.00 per term till his grades 
at the close of a term show a general average of 70 per cent, in which 
case he is excused from paying tuition for the following term, and till 
his general average falls below 70 per cent again. This rule is regu- 
larly enforced and catches a few doless students every term. For 
example: Mary Morton is studying algebra, grammar, history of 
Greece, and physical geography, during the fall term. At the close of 
that term in December the report shows that Miss Morton has made 
74 per cent in algebra, 60 per cent in grammar, 80 per cent in Greek 
history, and 62 per cent in physical geography. Adding these grades 
and dividing by four, the number of studies carried, we have: 74 plus 
60 plus 80 plus 62, equals 276; and 276 divided by 4, equals 69 per 
cent, or one per cent below the required average of 70. Accordingly, 
Miss Morton pays $6.00 tuition besides her enrollment fee for the 
winter term. 

During the winter term she makes 76 per cent on her algebra, 84 
per cent on her history, 80 per cent on her grammar, and 88 per cent 
on her physical geography,a total average of 328 credits, which 
divided by four, gives her 82 per cent general average on her winter 
term's work, twelve more than the minimum. Accordingly, Miss 


Morton is excused from paying tuition for the spring term, and so on 
until she fails to make her general average of 70 again, and students 
seldom make this mistake more than once. 

(2). Students from other states pay the $6.00 per term tuition 
in addition to their enrollment fee. 


Laundry varies from 50c to $1.50 per month according to how 
much white and starched clothing one may choose to wear. Most 
students pay from 75c to $1.50 per month for their laundry. 


The various items enumerated above cover the necessary school 
expenses; beyond these the matter is with the student or the parent, 
as to how much additional is to be spent for pin money, etc. 

Putting all necessary school expenses together — board, enrollment 
fees, books, and laundry, — the cost of attending school at Marshall 
College per term and per year are as follows: 

> * 

To West Virginia Students. 

Total School Expenses per Term $25.00 to $ 49.00 

Total School Expenses per Year 87.50 to 122.50 

To Students from Other States. 

Total School Expenses per Term $ 31.00 to $ 55.00 

Total School Expenses per Year 105.50 to 140.50 

As stated above these are not mere estimates, but the actual cost 
as recorded in the accounts gathered from various boarding clubs, 
from College Hall, and from the list of private families who take 

The records further show that the average necessary cost of a 
year's schooling at Marshall College is less than $125.00. 

This, of course, does not include "pin money," clothing, traveling 
expenses, entertainments, etc., but these do not come under the 
special heading of "necessary expenses;" they are necessary whether 
at school or at home, except that they amount to more when at school, 
owing to the extra attention paid to them. 

Can any one complain of these figures, or find any school city 
the size of Huntington, which offers young people an education at 
lower rates than the foregoing? er.uu 



By "expenses," as outlined above, we have reference to the regu- 
lar Normal and Academic courses. Our special courses in which 
tuition is charged all students irrespective of what states they come 
from, are the special courses in Art, Oratory, Vocal Music and Instru- 
mental Music. See Parts VII, VIII and IX for these subjects. 


This style of boarding has come to be almost the only kind of 
board for boys and young men in the best schools of the country, for 
these reasons: 

1. It is cheaper than any other kind, because it is "board at 
cost." Private board owing to high rents and the high prices of food- 
stuffs, has gone beyond the reach of nine-tenths of the young men 
who go away from home to school. 

2. It is the social way, the college boy's natural way to board. 

3. It is the only way by which young men can have just what 
they want, — as much, as little, as cheap, as expensive, when, and how 
— and that means it is the nearest approach to American ideas of 

4. It is a most potent factor in cultivating a college spirit and 
college sentiments and opinions, a means by which college life is en- 
abled to assert itself, to stand out by itself as opposed to the college 
lifelessness, the lack of college individuality which characterizes those 
schools in large cities where the student body distributes itself at the 
close of each day into so many quiet dens, absorbed in the greater 
life of the city, thus giving no opportunity for the crystallizing of 
college sentiments and opinions. 

5. It has practically all the advantages of private board, since 
in this case — club board — the students have their rooms in private 
families and come in close touch, in most instances, with the home 
life of the family, the only difference being that, instead of eating 
with the family, they go to the home of the family that conducts the 
club, for their meals. Hence it is necessary to get out of doors at 
least three times every day or miss a meal, which is not common 
with students. In case of sickness meals are carried to the student 
by friends in the club, and the attention of the mother of the family 
where a student rooms is always at command in case of illness. 

6. It is eminently respectable in every way, as much so as any 
other kind of board, and is the kind of board all the leading schools 
of the country are adopting for young men. 

CLUB MANAGERS: These are selected as nearly as possible 
from those most in need of financial help, and always from the sen- 


ior class if there be a sufficient number in that class really needing 
the help, if not, then from the junior class ; but in selecting them we 
feel under no obligation to select some one unsuited to do that 
work, no matter how seriously he may need help. 

It is not every young man, by any means, who can successfully 
conduct a club, any more than can every man conduct a business suc- 
cessfully. So, when a senior possessed of the requisite qualifica- 
tions cannot be found, a junior will be chosen, or if no junior to 
suit, then a lower classman. 

A "Club Manager" should have these qualifications: 

1. He should be thoroughly honest. 

2. He should be cordial and direct in all his relations. 

3. He should be a good business young man. 

4. He should be economical, cautious, and industrious. No lazy, 
careless, haphazard person should handle a club. 

5. He should be a judge of eatables; a close watcher of the 
markets, and a close but pleasant buyer. 

6. He should be a leader, a born one. 

7. He should be a good mixer, but not of the political type; 
rather of the straightforward business man's type. 

8. He should "stand well" among his fellow students and have 
the respect of the faculty. 

9. He should be absolutely clean morally and in every other 

10. He should be a good collector. 

11. His work in school should be of a high order. 

12. He should be a good fielder, organizer, and financier. 

13. He must be a good student, and a deserving, worthy, young 

14. All things else being equal a senior is first choice, a junior 
second choice, a third-years-man third choice, and so on. 

Each club manager is, ex-oflicio, member of the faculty board- 
ing committee and as such must assist in whatever ways that com- 
mittee find necessary. 

Each club manager must also regard himself as assistant to the 
principal in the field work of the state and is expected to cooperate 
with him (the principal) in such ways as seem best for working up 
the attendance of the school. 

No student is given a club who has not attended this school 
before and has proven himself capable. 

Each club manager will be expected to keep the principal in- 
formed of any and all irregularities in the club, report the name, 
place of rooming, and name of family with whom rooming, of every 
student immediately after entering his club; report any changes in 
his place of rooming, any misbehavior at the club, or other irregu- 
larities the principal should know; notify the principal immediate- 


ly after any student has left his club and where he has gone, and 
report promptly all cases of illness or irregularity to meals from 
other causes, occuring in his club. And any club manager who is 
found neglectful of any of these duties will be replaced by the 
next one below him on the list. This has not been done during 
former years, partly because the principal has not insisted upon it 
and partly because managers were not notified. Hereafter, how- 
ever, weekly reports must be duly sent in to the principal, made out 
in due form on blanks furnished managers by the principal, and 
any one failing to make such reports will be removed as manager. 

The boarding committee of the faculty reserve the right to 
appoint and to remove for cause all club managers, fix regulations 
for the clubs, and rule who may and who may not board in a club, 
it being the purpose of the committee that only those approved by 
them shall take meals at a club. Of course this means that all stu- 
dents who properly conduct themselves in the club may board there- 
in, but it does not mean that any one, regardless of his connection 
with the school, can do so. And when the manager is directed not to 
admit, or longer permit to remain in his club, any person or per- 
sons, such person or persons must be denied admittance at once on 
penalty of the removing of the manager or the closing of the club. 

The committee never has interfered to any extent, nor is it their 
purpose to interfere so long as possible, for these matters should be 
handled by the students as far as possible. But they reserve the 
unqualified right to interfere at any time and to any extent deemed 
advisable. This is necessary for the good of the clubs and of the 

CLUB MATRONS: Clubs may be opened only at such places 
and under such matrons as are approved by the committee. And the 
matrons are expected to keep that part of their homes (for all clubs 
are in the homes of the club matrons) used by the club in clean, neat, 
tidy, and attractive condition, prepare all meals in the best possible 
shape, work in harmony with the manager, advise and consult with 
him on all matters pertaining to the club, serve the tables well and 
keep the linen and other table ware in clean, orderly, and inviting 

They shall also see that all members of the club are orderly 
when in or about the club home, mannerly and gentlemanly in all 
their bearing and conversation, and that the atmosphere of the club 
shall be as nearly that of a well-regulated home as is possible. 

The club matron is also expected to be a lady of sufficient re- 
finement and carefulness to command the esteem and confidence of 
the club, and she is expected to know how to keep the affairs of the 
club in the same confidence as a discreet mother would her own 
home affairs. Under no circumstances should a gossipy tongue, a 
meddlesome brain, or a careless hand be placed at the head of a 


students' club. Tattlers, blatherskites, and slovens cannot be toler- 
ated, and if found to be such, as matrons, the club will be taken 
from them. 


THE HALL AND ITS SURROUNDINGS: On the completion of 
the new west section of the college buildings they formed one 
continuous block of five sections, facing 400 feet on 3rd Avenue and 
College Avenue, 140 feet on 16th Street and 54 feet on 17th Street. 

The three west sections are given up exclusively to school work 
and the two eastern ones to dormitories for young ladies. These two 
eastern, or ladies' dormitory, sections are known as College Hall, 
which includes three wings, arranged in the form of a double cross, 
the central division extending east and west, the eastern and west- 
ern divisions north and south. The dimensions of these divisions 
or wings are as follows: 

The most eastern one, 26 x 55 feet. 

The most western one, 40 x 70 feet. 

The central one, 40 x 73 feet. 

Each wing is three stories high besides a full basement story half 
of which is above ground, and the knoll on which the buildings stand, 
composed of sand, and rolling in every direction from the buildings, 
provides such a condition as is especially favorable for a basement, it 
always remaining perfectly dry no matter how wet the weather. It is 
the most airy, the most healthful, and, in hot weather, the coolest spot 
in Huntington. It is as well, one of the highest, commanding a beau- 
tiful view in every direction. Approached by broad, paved walks, by 
a wide driveway in the rear, and surrounded by green lawns of ex- 
ceptional beauty, ornamented with stately old trees, this school home 
for girls is one of rare beauty and attraction, in the opinion of many 
visitors the most delightful, as well as the most beautiful, spot they 
have ever seen, not overdone by attempts to make it artistic, but 
naturally beautiful, and made more so by judicious contributions to 
nature's efforts, through the hand of man. 

All main hallways extend through both wings, and all floors are 
reached by the same stairways — two. On the third avenue, or front 
side, is a double veranda, 54 x 14 feet, and on the rear, connected with 
the Principal's rooms, is one 22x8 feet. 

The Hall is connected with the regular school buildings on first 
floor by means of double doors, which when opened make the school 
hall-way continuous with the College Hall hall-way, the entire length 
being nearly even 400 feet. When the school is not in session these 
doors are left open to give the young ladies of the Hall plenty of room 
for promenading. 

On second and third floors College Hall is not connected with 


the school buildings, a heavy brick wall with neither windows nor 
doors separating the two above the first floor. 

This hall cost, including furniture, $60,000. 

The arrangement of the Hall is as follows: 

The basement is given up to furnace room, cellar (under dining 
room), and laundry. 

The First Floor is occupied by two stair-cases the double par- 
lors, matron's rooms, 'phone room, pantries, kitchen, dining room and 

The Second Floor is occupied by the Principal's rooms, the guest 
room, 16 girls' and teachers' rooms, a bath room, stair-cases, two 
cross hall-ways and the main hall. 

The Third Floor is occupied by two bath rooms, stair-cases, one 
main and three cross hall-ways, and 22 girls' and teachers' rooms. 

The smaller rooms for girls are 12 x 16 feet; the larger ones 
26 x 18, and there are intermediate sizes. 

WHO MAY BOARD IN THE HALL: Most of the lady teachers 
board in the hall. 

Lady teachers have rooms on both second and third floors. All 
teachers and students have the same arrangements about board, and 
all eat at the same time and at the same tables, one or more teachers 
at each table. 

Only regular students and teachers are allowed to board in the 
Hall. Brothers, ssters, parents, and others may visit for a brief 
season, but in no case except sickness are they expected to re- 
main any length of time. 

It is a home for lady students and teachers, and is so arranged 
that the occupants need not go out in the weather in passing 
to and from school, also, that they may have the long hall- 
way for an exercise space when the daily sessions of school are 
closed. This is a great convenience, a most valuable sanitary feature 
of the girls' school life. Whether it rain or hail or snow, they still 
have plenty of room for exercise. 

No young gentlemen are admitted to College Hall to room, though 
they may, when the dining room is not crowded, take their meals at 
the hall. 

So much do parents and young ladies appreciate the advantages 
and conveniences offered by this Hall, that for four years past all hope 
of accommodating every one who calls for room in it has been aban- 
doned, and each year from twenty-five to fifty have to be turned 
away. So numerous have been the calls for room in College Hall 
for the last two years that the need for a new hall has grown al- 
most imperative, and a new one of like size, with the one we have, 
could be filled the first year if it were only known that we had It. 

CONVENIENCES: The building is heated by steam and lighted 
by natural gas. 


Hot and Cold Water is furnished throughout the building, on all 
floors, there being an automatic water heater in the basement which 
furnishes nine gallons of hot water per minute; this heater is so regu- 
lated that by keeping a small gas jet burning all the time, a number 
of other jets are set a-burning the moment a hot water spigot is 
opened anywhere in the building, and hot water in abundance may be 
had at any moment night or day. 

All Bath Rooms have hot and cold water connections, the girls' 
bath rooms having two bath tubs each, porcelain finish, three wash- 
bowls in a marble plate and two closets. Each of these is made pri- 
vate by inside screens and doors to the several compartments in ad- 
dition to the bath room door, and the private bath compartments have 
gas jets. 

There is a Laundry in the basement, with slate basins, stove for 
heating irons, and hot and cold water connections. Here in strict pri- 
vacy from public gaze, young ladies who prefer to do so, may do all 
or a part of their laundry work if they choose. 

Both Mutual and Bell telephone systems are connected with the 
Hall, and through these, the Western Union telegraph system, thus 
placing the occupants of the Hall in communication with all parts of 
the world. Long distance 'phone connections are also a convenience 
of the Hall. 

In addition to the two stair-cases as a means of escape in case of 
fire, the following are of special value: 

1. The large veranda roof, 14 x 52 feet, to which access is made 
by four double windows, two large single windows, and a double door, 
from which roof escape is easy by ladder or by rope. 

2. Through the principal's rooms, and the rear veranda, 8 x 22 
feet, from which escape is easy by ladder or rope. 

3. Two fire escapes, one from each section of the hall, and ex- 
tending from the third floor windows to the ground. 

4. Extending from basement to third floor in each section of 
the building, both in the hall and in the school building, are 4-inch 
water pipes, with a hose 60 feet in length connected with each pipe on 
every floor, basement included, and water pressure sufficient to throw 
a flood stream over 200 feet, the pressure being so strong that it 
takes two muscular young men to handle each when the water is 
turned on in full force. In case of a stampede there are three double 
doors for exit on first floor, two single ones, and 18 large windows, 
some of them double. 

In addition to the conveniences named above the following are 
worth considering: 

1. Street car connections with all parts of the city and adjoin- 
ing towns, the cars passing by the college gate, only 300 feet from 
the Hall. 


2. The large, beautiful grounds for promenading, athletics and 

3. The long hallway, over 300 feet, for promenading in bad 

4. The college library and reading room, which will be open 
every Sunday afternoon hereafter, for the hall girls, and is always 
open on Saturdays, as well as on school days. This is on the first 
floor of College Hall. 

5. The immediate connection of the Hall with the school build- 
ing, girls thus being able to pass from the Hall to class-rooms, "to go 
to school," in short, without going out of doors. So, with all college 
entertainments, lectures, commencement exercises, etc. 

6. The large front veranda, 14 x 52 feet, a luxury indeed, sum- 
mer and winter. 

7. The college parlors, which are open to all Hall students. 
ADVANTAGES: 1. The protection assured young ladies against 

undesirable company, male or female. 

2. The systematizing of their work. A time to work, a time to 
sleep, a time to recreate, etc. 

3. The oversight of a matron, whose sole duty it is to care for 
the girls, to live for them. 

4. Care and attention when sick. 

5. Assistance when shopping. 

6. Chaperons who can be trusted to diligently serve the young 

7. Board at reasonable rates. 

8. Opportunities for associating with the instructors of the 

9. Facilities for culture in the way of receiving company, pre- 
paring for company, table manners, hygienic culture, dress, conversa- 
tion, etc. 

10. Counsel and advice from the principal, whose rooms are in 
the Hall. 

ROOMS: The rooms are furnished with bedstead, mattress, ward- 
robe, dresser with mirror, chairs, table, light and heat. Students are 
required to furnish their own bedding, (except the mattress) their 
own napkins and towels, and keep their rooms clean and in order. 
The simplest rules of hygiene demand this arrangement. 

All rooms are furnished with drop-light gas lamps with Welsbach 
burners, but all breakage of lamp, mantle, or other fixtures, about the 
light after girls take possession of a room is paid for by the occu- 
pants of the room. 

While there is very little difference in the advantages derived 
from the location of the various rooms, some preferring one floor, 
some another, some preferring this room, some that, yet there is 
some difference in a few Instances and the room rent has been sched- 


uled so as to average these differences.. It Is our opinion, and an 
opinion formed after having our own rooms on the second floor of the 
Hall ever since it was completed, January, 1898 — that the third is pre- 
ferable in every way to the second, unless it be in case of fire, and 
with fire escapes on every floor, and large hose, 60 feet in length, 
with enormous water pressure for preventives from danger in this re-, 
spect, there is little more danger on the third than on the second 

We should prefer the third floor for three reasons: It is warmer 
in winter, it is much more quiet, and the ventilation is very much 
better because the long hallway on that floor extends the entire length 
of the Hall and has a large double window at the end. But every 
girl has her own ideas about such things. 

Six of the lady teachers have rooms on the third floor and three 
and the Hall matron on the second. 

Wherever the room be located, there is practically no difference 
as to the healthfulness of the location, witness the remarkably small 
amount of sickness we have ever had in the Hall. 

Located on a high terrace, in sandy ground, with perfect drainage 
in all directions, plenty of sewerage, fine circulation of air, excellent 
plumbing, and perfectly dry basements, with such conditions sur- 
rounding the buildings there is practically no reason why College Hall 
should not be almost immune against all ailments that come with 
lack of pure air, pure water, and proper sanitary conditions. 

ROOM RENT — First Floor: Rooms No. C. and D. are rated at 
$16. per term, two in a room ($8. each); $18. per term, three in a 
room ($6. each); or $20. per term, four in a room ($5. each). These 
rooms are 18 x 26 feet. 

Room No. 8 is rated at $10. per term, two in a room ($5. each). 
This room is 12 x 16 feet. 

Second Floor: Rooms 21, 27, 28, 29, 31, 32, 33 and 34 are all rated 
at $10. each per term, two in a room ($5. each person). No. 21 is the 
lightest room in this list, but the partition separating it from the hall- 
way does not extend to the ceiling, it being a section of the hall-way 
cut off by a wood partition eight feet high. 

All these rooms are 12 x 16 feet. 

Room No. 17 is one of the most desirable in the house since over- 
hauled and both 17 and 18 thrown into one room, 18 x 26 feet. It is 
rated the same as Nos. C. and D. on the first floor. 

Rooms No. 19 and 20, a suite, are rated at $13. per term, two in a 
room ($6.50 each), $15. per term, three in a room ($5. each), or $16. 
per term, four in a room ($4. each). 

Third Floor: Rooms No. 41, 46, 47, 48, 49, 52, 56, 58, and 59 
are all rated at $9.00 per term, two in a room ($4.50 each person). 
These rooms are each 12 x 16 feet. 

Room No. 37, since 37 and 38 have been thrown into one Jarp 


room, 18 x26, is one of the choicest rooms in the house, and is rated 
at $14.00 per term, two in a room ($7. each), $16.50 per term, three 
in a room ($5.50 each), or $18. per term, four in a room ($4.50 each). 

Rooms 39 and 40, now that a nice large arch has taken the place 
of a door between them, have become a desirable suite, and are rated 
at $12. per term, two in the suite ($6. each), $13.50 per term, three 
in the suite ($4.50 each), or $15. per term, four in the suite ($3.75 

Rooms No. 42, 43, and 44 (three nos. or doors to two rooms) may 
be used as a suite at $12.50 for two, $14.25 for three, or $15.50 for 
four, per term. Room No. 45 is rated at $10. for two, ($5. each). 

Suite Nos. 50 and 51 is rated at $14. per term for two, $15.75 for 
three, and $17. for four. This suite has a large and airy bed-room, 
a nice light work room with beautiful view, and is immediately at 
the head of the east staircase. 

Room No. 54 is the S. E. corner room with two windows, fine 
view, exposed to the morning sun, and near the head of the staircase. 
It is rated at $10. per term, two in a room ($5. each). 

Room-rent is never refunded except when the girl who leaves be- 
fore a term closes can find another girl to take her place in the hall, 
in which case the girl may pay the one who is leaving the room for 
the unexpired part of the term; the reason is quite evident when ex- 
plained: There are always calls for more rooms than there are rooms 
to rent; accordingly some girls must be left out; and if a girl leave 
before the term closes, not only has some other girl who would, in 
all probability, have remained the entire term, been denied room in 
the hall, but should the state refund room-rent it would lose part 
of a term's rent when the other girl would likely have paid the full 
rent. And since the income for room-rent is much less than is neces- 
sary to keep the hall in order, the state is obliged to enforce a rule 
of this kind to protect itself against the loss of needed funds. 

Room-rent in College Hall averages just half what it averages in 
the city, and the expenses of running the Hall are more than double 
the income from the room-rent; but, thanks to the state, this addi- 
tional expense has always been met in the interest of the young 

So numerous are calls for rooms during the last three years that 
to be sure of one a girl should engage her room some time in advance 
of the opening of the term, and "engaged" means "paid for" not mere- 
ly "spoken for." First paid for, first served, is our rule. 

All available space in the hall for the spring term is always en- 
gaged two or three months in advance, and a number of rooms for 
the year 1905-06 were paid for early in the preceding school year. 

No room is intended to accommodate fewer than two girls, and 
some suites are expected to accommodate three or four; but should 
any girl wish a room to herself, she can be accommodated by paying 


the rate for two girls, unless there are more calls for room than we 
can accommodate in the other rooms. 

The two girls in a room may have two single beds or one double 
bed, as they prefer. 

DAMAGE FEE: A Damage Fee of $2.00 is deposited by every 
student on entering the Hall. This fee is refunded when the student 
goes home, provided no unnecessary damage has been done to the 
room, the furniture therein, or to any school property about the build- 
ings, in which case that part of the $2.00 is returned which remains 
after settling damages. If at any time damage amounting to more 
than this fee be done a new deposit must be made. 

Room Rent and Damage Fees are both payable to Mrs. Means, 
the Hall matron, who collects the table board funds, whose office 
is in Room 16, on second floor, see statement under head of Table 
Board. Mrs. Means collects all funds for the Hall and refunds any 
money that is to be returned. 

Before Damage Fees are returned the student must satisfy the 
Hall Matron that no unnecessary damage has been done, or if any, 
let her assess the amount, deduct the same from the $2.00 Damage 
Fee, and return the balance. Before the Hall matron can give this 
statement she must satisfy herself that her report is correct; for if 
damages not already accounted for be dscovered at the end of the 
year, the principal will hold the Hall matron responsible therefor and 
deduct the amount from her salary, before final settlement with her. 
It is required, therefore, of the Hall matron, that she know exactly 
the condition of a room and the furniture therein when a girl moves 
into it, and keep posted as to who is responsible for all damages out- 
side of rooms, such as in hall-ways, on verandas, in parlors, etc. 
Broken chairs, settees, sofas, etc., etc., are paid for by the careless 
ones responsible therefor. 

Damage Fees will not be returned hereafter for some days after 
the adjournment of school, thus allowing the matron plenty of time to 
inspect the rooms. 

The occupants of a room are responsible for the furniture and 
the condition of everything else in their own rooms, whether dam- 
age be done by them or some other, unless they make known the one 
who did the damage. 

Sometimes girls leave water spigots open on leaving the bath- 
room. These cause overflows which seriously damage the rooms be- 
low. Such things result in damage from overflow of water. A fee of 
?2.00 will ' be charged for every case of neglect. A fee of $1.00 
is charge~d in every case of leaving the laundry gas burning or the 
laundry spigots open. This will apply to teachers or students. Teach- 
ers and students who are so careless of the interests of the State 
should and will, make proper returns therefor. Carefulness in the 
use of another's property is an essential part of a student's training. 


This carefulness should be observed especially in the following 

1. Economy in the use of lights. Common honesty toward the 
state would require that no lights be kept burning when not neces- 
sary, just as in domestic economy. 

2. Care of furniture. All necessary breakage or destruction of 
property either in the school or in the Hall should be studiously 

3. Windows should always be closed when leaving the room, ex- 
cept when out for just a moment. No one knows when a rain storm 
will come up and rain dash in a window, ruin some furniture, and run 
through the floor, staining the ceiling below. 

4. Turning the heat on and off in the register, which invariably 
causes leakage, and damage to the room below. 

5. Caring for the walls, by refraining from driving nails therein, 
or tacks, or in any way abusing them. 

6. Window shades should noways be left above a raised window 
to prevent the wind from threshing them about or the rain from soil- 
ing them. 

Neglect for such things as enumerated above, or of any other 
feature of caring for the Hall, will be paid for by the one or ones 
responsible therefor, for there is no excuse for either careless or 
willful neglect. 

TABLE BOARD: The cost of board in College Hall will remain 
the same as during the session of 1904-05, unless some unexpected fail- 
ure of crops renders food-stuffs so high that an advance in rates 
would be necessary to insure good board. All money paid in for 
board goes to defray the expenses of conducting the boarding depart- 
ment, including the employment of matrons, kitchen servants, and 
the purchase of food stuffs. None goes toward furnishing the Hall. 
Bills for furnishing are paid out of the charges made for room-rent. 

payable in advance to the Hall Matron, Mrs. Means, at Room No. 16, 
second floor. No deduction is made for paying board for more than 
one month at a time, as it requires every dollar of the income from 
this source to keep up the table, and by the table we mean the 
food and service, as stated above. 

No deductions will be made for table board for a shorter 
period of absence than one week, unless it be the closing week of the 
last term, when "days" will be considered. For example: If the 
last month of this term have but three weeks and three days the 
board for the month would be $8.55, instead of $10. 

If a girl live near enough to spend every Saturday and Sunday at 
home, her rates are arranged by the month, in advance, according to 
agreement between her and the matron. 

ONLY SEVERE ILLNESS will be regarded sufficient cause for 


absence when weekly deductions from table board may be made. 
Anything else simply encourages irregularities of attendance and un- 
necessary inconvenience in bookkeeping. 

Meals will be served in girls' or teachers' rooms when the Hall 
matron deems it a case worthy of such attention though this must be 
limited to cases of illness of such a nature as to require extra care. 
Little headaches and like petty ailments are not to be construed as 
worthy of attention of this kind. 

College Hall as related to Marshall Callege, is, in no sense of 
the word, a boarding school, excpt so far as it is connected with a 
school and is for young ladies; it is entirely free from the most ob- 
jectionable features of a boarding school such as are connected with, 
or go to make up, schools not under state control. 

It is not a place to "make money" off the young ladies. The 
State of West Virginia is not in the business on such a plan. Those 
who have oversight of the Hall are in the employ of the state, and 
their salaries are the same, — not a cent more or a cent less — whether 
there be five young ladies in the Hall or one hundred. They are inter- 
ested in filling the Hall with young ladies only for the young ladies' 
sake and for the educational value they are to the school. All of 
them, (the faculty), pay their board at just the same rate as the 
young ladies, regardless of the number in the Hall. Hence, those 
whose business it is to fill the Hall with young ladies, do so, not 
that it means anything to them any further than the good of the 
young ladies and the added educational strength they give to a 
school, but as a duty. 

The purpose is, to make the Hall as nearly as possible one big 
family, each as much interested as every other in caring for the build- 
ing and furniture, each equally interested in pleasing every other 
member, and each equally interested in everything pertaining to 
the welfare of all, ready to obey because it is the proper thing to do, 
and most careful to do nothing that would bring pain or discomfort 
to any other. 

Be it said to the credit of the young ladies of the Hall who were 
with us during the past session, there was much more of the cordial, 
homelike, self-governing spirit, than we have ever had before, and 
there were more girls than ever before in the Hall. The real won- 
der is, how so little of unpleasantness could be possible with the number 
of persons and the diversity of natures where so many 
are housed in one building. It is gratifying to note, how- 
ever, as one explanation, that the class of families represented 
has been gradually on the up-grade from year to year, till we now 
number among the patrons of the Hall some of the best families of 
this and other states. But whether wealthy or humble as to this 
world's goods, the spirit of cordiality is the same as if all were 
equally blessed with financial possessions. There is no discrimi- 


nation or favoritism because of these things; all are on the same 
footing, and those possessed of more of the means that minister to 
material comforts vie with the rest in trying to do something to 
make all about them happy. Indeed the popularity of the Hall is 
largely due to the disposition of every one therein to try to make 
new girls feel "at home" at once, and all girls happy. 

GOVERNMENT: What about rules and regulations, the reader 
may inquire. We answer: None if at all avoidable. At most, just 
as few as possible. Well organized families need none, except the 
unwritten laws of obedience, propriety and order, and the fewest pos- 
sible, the better in any organization. 

To be, and act as, a lady, under all circumstances, is the only re- 
quirement; and entire respect for the opinions of those in authority 
in the Hall is the preventive of rules. 

PARENTS will please take notice of the following, which will be 
observed to the letter: 

1. If they send their daughters, or others, for whom they are re- 
sponsible, here, they must send them wholly subject to the method of 
conducting the Hall which the faculty deem best. The moment a par- 
ent begins to interfere he will be invited to take the daughter away, 
for while under our care we must decide what is best, and not he. 

2. Young ladies do not receive callers at the Hall. Every Sat- 
urday evening the Hall is open to young gentlemen who are invited by 
the chairman of the Hall committee. Any young lady is permitted to 
request that any particular young man be invited, but the lady chair- 
man, just as a parent in the home should do, must decide whether 
the young man is of a character such as should be permitted to associate 
with the young ladies of the Hall; if not, his name is stricken from 
the list without further explanation. 

These Saturday evening socials are under the supervision of the 
teachers and matrons, and continue from 8 to 10 p. m. 

3. Now and then a parent writes, — at the request of his daugh- 
ter, of course, — to the principal, requesting that a certain young man 
be permitted to call on his daughter whenever fhe daughter wishes it. 
Such requests are kindly, but studiously ignored, because what one 
parent requests all have liberty to request, and a "pretty mess" we 
should have of it if such requests were complied with. One can hardly 
conceive of a sensible parent's making such a request for a daughter 
away at school, but unfortunately there are such thoughtless ones. 
Happily, however, nearly all parents send their daughters here to 
study, not to entertain young men, and when they ask for favors they 
thoughtfully add. "if this does not conflict in any way with your regu- 
lations, and if so, please ignore it." We have no trouble with the 
girls whose parents write this way, or seldom do. All such requests 
should be addressed to Mrs. Laura Means, and not to the principal. 

Calling on the young ladies of the Hall is permitted when and to 


whom the Hall matron sees proper, and she is a most reasonable lady. 
As a rule, however, all calling consistent with school propriety 
and with good work, can be done at the Saturday evening socials. 

4. Study Hours are from 2:00 to 4:30 p. m. and from 7:00 (7:30 
in late spring), to 9:45 p. m., during which time no visiting is per- 
mitted, and quiet must be maintained. This is essential to good study. 

5. Leaving the Grounds is allowed only when permission has 
been obtained from the Hall matron. We must know where the 
young ladies are if we are to be responsible for them. 

6. Parents often give permission to their daughters to go out to 
spend the night in the city or neighborhood. This may seem a simple 
permission to them; but we who know the city and its people better 
than they, deem this a very unwise permission and it cannot be given. 
The daytime is long enough for city calls. 

7. Some parents permit coarse, rough, drunken, even indecent 
young men to call on their daughters. If they wish that, they must 
not send them to the Hall, for only decent, refined young men, or 
those who are conducting themselves in a manner that will not 
bring reproach upon those on whom they call, are permitted, so far 
as we can find them out, to mingle with the young ladies at their 
evening receptions. 

8. We must use our judgment as to where young ladies are to 
go, who goes with them, and how often. If close to the city, of 
course, young ladies are permitted to go home somewhat often, pro- 
vided they miss no lessons; but even this is not best, at least it is 
easily overdone. 

We therefore very respectfully notify parents that when they 
send their daughters to the Hall they must send them subject to 
the government of the Hall; we can receive them on no other terms. 
If they wish special liberties granted their daughters we must know 
in advance what they are, for if they in any respect conflict with our 
Hall government, they cannot be granted. 

9. Every privilege consistent with the safety, culture, and educa- 
tion of young ladies is assured them and their parents in advance. 

NO FATHER OR MOTHER who knows anything of the advan- 
tages of school days spent in a Hall where there are educated 
teachers, kindly matrons, considerate young ladies, the oversigt of the 
principal of the institution whose interest as well as whose business 
it is to see that lady students are protected and cared for in every 
way, the counsel and sympathy of lady teachers who have only the 
good of young ladies at heart, safe company into the city when they 
need to go, unselfish advice when they wish to purchase anything or 
make other expenditures, trustworthy escorts to church, and every 
other convenience and protection that can possibly be had in the 
absence of parents, with all these, we repeat, that no father or 


mother who loves his or her child and would protect her, will hesi- 
tate a moment in deciding whether she should board among strangers 
who have little or no interest in her save for her money, or at a 
Ladies' Hall. Among strangers she is thrown with whatever com- 
pany the family may have, be that of the class it may, (we teachers 
who select boarding places cannot always know that), and often no 
special interest is taken in her culture, she 2s classed with the society 
of those with whom she boards, and wiien sick, too often receives the 
attention that is accorded a soldier in camp, or less. How much 
better to be where teachers will see that she has the best of care and 
attention when sick, where her culture is made a matter second not 
even to her education, where her company is assured to be of the 
better class, and where she is among friends. 

We cheerfully grant that not all boarding places are such as we 
mention. Not a few families have proven themselves as good and 
kind as they could be to our students when sick. But, unfortunately, 
this is a matter that requires the greatest precaution. It is all well 
enough to get board at reasonable rates. That is the right thing to 
do; but it is well also to remember that in this respect, as in many 
others, the cheapest can be the dearest. 

Young women, especially, can exercise good judgment and 
economy nowhere with better results than in the selection of boarding 
places. Each year greater care is exercised in the selection of board- 
ing places for our students, because we realize how much it means 
to them in more ways than simply "the board." 

As a precaution, a means of social and educational culture, as 
security for careful attention when sick or needing assistance or 
advice in any way, first last, all the time, we recommend College Hall 
for lady students unless they have worthy relatives or friends in the 
city. Even then with many young ladies, and especially with the 
younger class, College Hall is the proper place if they would do their 
best work and be free from needless outside interference and hurtful 
influences in the way of detracting from study interest. 

Strange. — Now and then a parent brings one or more daughters 
to the Hall and not only speaks in their presence of the probability 
of their getting homesick, but even stays in town one or more days 
to see whether they really do become homesick, (who would not, 
under such circumstances?) calls two or three times per day while 
here to inquire whether they are homesick and then finally leaves 
with the parting advice that if they get homesick they may come 
home. Odd! Odd in the extreme! Yes more. To one who has been 
trained in that "home school of obedience" which simply said "go," 
"come," or "stay," such latitude to children seems dreadful. Children 
with such instructions invariably are whiny, hard to please, hard to 
get along with, undesirable in many ways. If parents send children 


here with liberty to do their own choosing (the children we mean) 
we prefer not to have them. Unless parents care to see where their 
children are going and those in whose care and training they are to 
be placed — which are excellent things to do, — it is better to send the 
daughters and give them a lesson in self-reliance in coming alone. 
We always want to know the parents, if for no other reason, — and 
there are many — to know how and to what extent to allow for the 
peculiarities of the child, for we all have our peculiarities. 

Mrs. Means, the lady selected to take charge of College Hall as 
matron to the young ladies therein, is a lady of culture, of refine- 
ment, of the very highest Christian character, is kindness itself, has 
been a mother -and has the sympathy, solicitude, and deep interest of 
a mother in her work here which any true mother has for her 
daughters. She is firm, but combines firmness with reason and kind- 
ness so fully that no reasonable girl can take any exceptions whatever 
to her ruling. Only one who has been a mother can do well the 
work devolving upon a matron in a position like this, for only such 
knows the delicate duties connected with caring for girls. Parents 
can with with perfect safety and confidence entrust the oversight of 
their daughters to her, and in doing so feel assured that they will 
be cared for as thoughtfully as they are in their own homes. 

Mrs. Everett, first assistant to the principal of the school, and a 
lady of maturity, dignity, culture, and scholarship, who also has 
known the feelings and experiences of a mother, assists Mrs. Means 
in all her work, both with her advice and her service. 

In addition, there are several other lady teachers to share in the 
work of supervision when their assistance is needed. 

It will thus be noted that practically every precaution has been 
taken to throw around our girls the best possible safeguards in school 
and out, so that not only may their residence here be pleasant and 
profitable, but that we may return them to their parents better than 
when they came. 

Care is taken also to get rid of undesirable girls just as soon as 
we find them such, and we have no hesitancy in sending an unworthy 
girl home, without any ceremony whatever, just as soon as we are 
assured that she is unfit, from speech or act, to associate with our 
girls, or as soon as' we find her more inclined to boys than to books, 
or to evil than to good. The place for such is not at this school and 
they cannot stay here. 

Girls coming to the Hall must come subject entirely to the regu- 
lations therein. Suggestions from parents so long as they do not 
conflict with our regulations are kindly heard and carried out, if 
possible, but they must not run counter to the established rules for 
governing the Hall. 

NOTE:— All teachers and students who have rooms in the Hall 


are expected to take their full board there; and when they wish to 
take even one meal per day outside, because of a capricious appetite, 
they will be expected to procure their rooms outside at once; there 
are too many demands for room and full board in the Hall to have 
some taking only part board. Both teachers and students are 
requested to ask nothing of this kind; it cannot, it will not be 


Board can be had in private families from $12.00 to $14.00 per 
month, but students wishing board of this kind should correspond 
with us in advance to save time after their arrival. 


This system of board, in its infancy at this school, may figure as 
one of the best in due time. 

Briefly stated it is conducted as follows: Any number of ladies, 
from two up to as many as can be accommodated, rent a suite of 
rooms, divide the work of keeping them, cooking, buying, etc., bring 
as many things from home as possible, and thus save all expenses of 
service, supervision and other items which add to the cost. Under 
this system as tried so far, board, everything included, has been kept 
as low as $7.50 per month, or $2.00 to $2.50 lower than club board. 
This means co-operative board for ladies, for gentlemen will eat 
about one to two dollars per month more food than ladies. 

Sometimes brothers and sisters make arrangements of this kind 
and find it very cheap. In such case the father or older brother 
should come and select the house or the suite of rooms desired, as 
the boarding committee of the school might not always succeed in 
selecting just what is wanted, though they are always glad to help. 


In several instances, more each year, a mother or older sister 
rents a suite of rooms or a small house, brings several of the family, 
sometimes friends and relatives, and conducts regular housekeeping. 
Smaller children come also, now that there is a model department 
for children of all ages from five years up. This is the ideal plan, 
and cannot be too highly commended. 

If only parents and young people would take pains to investigate, 
they would be surprised to find how many ways there are by which 
the best schools of the state can be made accessible to all who are 
anxious for an education. Particularly is this the case at Hunting- 
ton, the largest town in West Virginia in which a state school is 


located. Education, higher education, is coming more and more to be 
a matter of "wish" instead of "a way." The way is at the hand of 
practically every one who will look about and find it. 




1. Every student is expected to carry at least three regular 
studies, and four if he is able to do so, except in the following cases: 

(1). Teachers who wish to carry one or more studies while 
teaching in the city or adjoining towns or rural districts. 

(2). Married persons, very mature persons, or men and women, 
(young or old) who are engaged in business and cannot carry more 
than one or two studies. 

(3). Students who wish to give special attention to music, art, 
or oratory. 

(4). Those suffering from any physical ailment such as weak 
eyes and who furnish a physician's certificate stating such to be a 
real impediment. 

These cases will be considered by the faculty, who insist upon 
the right to pass final judgment in all such matters. 

2. Students from other states are required to pay tuition at the 
following rate. For one study $2.00 per term. For two studies $4.00 
per term. For three or more studies $6.00. They pay their enroll- 
ment fee of $2.00 per term in addition to this. 

3. Private lessons in any subject taught by the faculty will be 
given at the following rates: 

One person only, per lesson, one hour 50c 

Two persons, each, per lesson, one hour 37MjC 

Three persons, each, per lesson, one hour 30c 

Four persons, each, per lesson, one hour 25c 

Five persons, each, per lesson, one hour 22c 


More than five, each, per lesson, one hour 20c 

To regular students who wish to make up back work, one-half 
the above rates will be charged. 

4. Students who come here for the purpose of carrying music 
only, art only, oratory only, or any two or more of these subjects, 
unless they live in town, will be required to give at least four full 
hours per day besides their recitation hours, to their practice work 
in those subjects. 

5. All students, in whatever departments they may be engaged, 
are required to attend chapel exercises, which are conducted twice 
per week, Tuesday and Thursday, from 10:15 to 11:00 a. m. 

6. No student is permitted to board anywhere or room anywhere 
except in places approved by the boarding committee; and should 
anyone be found in a place not approved by the committee he or she 
will be notified at once to move, on penalty of being dropped from 

Mothers and fathers of the homes where students room are 
expected to look after such details as are consistent with the situa- 
tion, to treat them as they would have their own sons and daughters 
treated were they away at school or dependent on strangers for room 
and such courtesies and kindnesses as should be shown a boy or girl 
away from home. 

They are expected also to report promptly and fully every case 
of unnecessary abuse of furniture or house when prompt reparation 
is not made to them by the student; also all irregularities of hours, 
noisy company, an unnecessary amount of company, unnecessary 
noise in rooms or the undue soiling of them. 

Students are expected to exercise more care in the use and enjoy- 
ment of the homes in which they have rooms than if they were at 
home, avoiding always any thing that would cause unpleasantness in 
the homes where they are located. If things do not suit them they 
should prefer their requests in a most kind and courteous manner, 
and if not complied with there are always other places. But both 
students and the parents of the homes are expected to meet each 
other half way in all matters of difference without jar or friction. 

7. When a student wishes to change his boarding or rooming 
place, permission must first be obtained, if a gentleman, from Mr. 
Fitzgerald, if a lady, from Miss Johnson, and satisfactory reasons 
therefor must be given. They must give the number of the house 
and the name of the family so that the committee may intelligently 
pass upon the advisability of the change. 

There are several reasons for this regulation. Those refusing to 
comply with it may expect their names to be dropped from the roll 
of the school at once. We cannot be responsible for the success of a 
student unless we have something to say about his boarding place, 


for with whom he boards is a matter of first importance to a student's 

The boarding question is an important one but can easily be settled 
after one reaches the college unless one wants to board in the Hall, 
in which case it is important to attend to this matter early. 

It is well, especially if you are a young lady, to let us know on 
what train you will arrive unless there is someone with you who 
knows the city. 

Students are not permitted to board or room in those parts of 
the city where either the water is unhealthful, or the surroundings 
undesirable. Searching investigation of the premises where students 
board and room will always be made before locating them. It is often 
too late afterward. 

Students are expected to report to the principal's office for 
enrollment within twenty-four hours after their arrival in the city, 
and sooner if convenient. 

Every student who does not board in College Hall is expected to 
report to the principal the number of the house (street number) and 
the name of the family where he has his room and where he takes 
his meals, within twenty-four hours after enrolling. Failure to attend 
to this regulation will be followed by investigation, and, if premedi- 
tated, suspension or expulsion. 

Enter on the opening day of the term and stay till the term has 

8. A rule of the state board of regents requires that juniors and 
seniors shall be limited to five full studies, — 25 regular recitations 
per week, — and under no circumstances shall they carry more than 
this for a longer period than one term within these two years, and 
then not more than six studies for that one term, and this shall not 
be permitted except with the unanimous consent of the faculty. 

9. There are few offenses against the successful work of a 
school that are regarded more serious at Marshall College than those 
of irregularity to classes withoout good cause, or leaving the building 
before one's recitations for the day are over without notifying the 
teacher or teachers of said class or classes. Such things will not be 
tolerated; and if persisted in will be punished severely. Several 
young men have been expelled for such things, and others will be if 
found guilty. 

Not only is a student expected to be in school every day he is 
at all able, after enrolling, but he is expected to be present at every 
recitation unless excused by the teacher. 

Under no corcumstances is a student permitted to change from 
one study to another, drop a study for any reason, or take up a new 
study, without consulting his "class officer" and getting his written 


When a student withdraws from this school or any of its five 
branches, or is dropped by the faculty, for cause involving his in- 
tegrity, honor, or other like reason such as disobedience, good-for- 
nothingness, etc., and wishes to enter any other of the state schools 
of West Virginia, he must present a written permit to do so from 
the principal or president of the school from which he has withdrawn 
or has been dropped, before he can enter. 

All students who have not been in this school before and are 
not vouched for by some member of the faculty must bring a letter 
of recommendation from some thoroughly reliable citizen not related 
to them, on presenting themselves for enrollment. 

Very many parents and young people write us to inquire about 
appointments. Do not forget that no appointment is needed. That 
is all attended to after students arrive. Simply get a letter of recom- 
mendation, for that is necessary for all new students. 

11. Every student is expected to notify the principal before leav- 
ing the city, whether temporaryily or to withdrow from the school, 
and state the reason. In no other way can the principal keep posted 
as to the whereabouts of students in order that he may answer calls 
for them by telegram of by friends and relatives. Any student leaving 
the city without the principal's permission may expect to be dropped 
from the rolls unless satisfactory explanation be made in due time; 
and anyone withdrawing from the school without giving notice of the 
time and cause, may expect to be denied re-admittance at any future 
time, unless due explanation be made. 

12. The use of tobacco in any form on the school grounds, the 
frequenting of saloons, or the drinking of intoxicants while a student, 
no matter whether on or off the grounds, in the city or out of it, will 
be treated as offenses of sufficient gravity to require withdrawal from 
school, or, in case of extenuating circumstances, suspension. 

13. Good students are in their rooms after dark and during other 
study hours except when they can give an entirely satisfactory reason 
for not being there. 

No student ever got any inspiration to study by lounging on 
the streets. Lounging is usually the beginning of "failure." 

Hotel lobbies are about the least respectable resorts in the 
world for students. Avoid them. 

Every good student is at his books at least two hours every 
afternoon and at least three hours every night. Any less than this 
means not up to the standard — not a success. 

14. Sometimes parents who send children here to school send 
us word to look after all expenses and send bills to them. We are 
glad to do this, but every student should have his $2.00 "Enrollment 
Fee" with him when he enrolls. By so doing much inconvenience in 
bookkeeping can be saved us. Please do not forget the regulation 
which requires that the "Enrollment Fee" must be paid before the 


student can enter his classes, also the "Tuition Fee" in case of 
students coming from other states. 

Every student who handles his own money should either deposit 
nearly all of it in his home bank before leaving home then pay his 
bills, by checks, or should, on arriving here, draw a check on his 
home bank for the amount needed for the term, at least for some 
time, deposit the check in a Huntington bank and pay his bills by 
checks thereon or by drawing out small amounts by check as he 
needs cash. This not only is safer than carrying one's money about 
in one's pocket or having it locked in one's trunk but is more busi- 
ness-like and usually teaches economy by having a balance statement 
of one's capital before one's eyes every time one draws a check. 

Parents who wish their children's money handled by some one 
connected with the school can make such arrangement by writing 
the principal, who appoints a member of the faculty to assume this 
responsibility and keep an itemized statement of all expenses and 
for what purpose made. Blanks for this purpose are kept on hand. 

15. In no way, seemingly innocent in itself, can a strange girl 
cause a whirl of unsavory gossip about herself any more quickly than 
by buggy-riding with a gentleman or with a "loud" woman in a 
strange town of any size. Once we have been compelled to send a 
girl home from this school to silence such things. Consequently, on- 
ly with lady members of a family or relatives who live in this city, 
or with the permission of Mrs. Everett, dean of women, is a lady ex- 
pected to go buggy-riding while a student here. Girls must not for- 
get that they cannot do as they do at home, when attending school. 
The public eye is especially critical of a girl student away from 

If you choose questionable associates you yourself become ques- 
tionable at once. Men of a kind, and women too, naturally at- 
tract each ather. You are judged by your associates no matter what 
excuse you make. The first "pointer" as to your character the 
principal gets after your arrival here, is the students or the city people 
you select as your associates. 

16. Now that the school is much too large for the principal to 
act as personal adviser to all students in all things of lesser moment, 
each student on enrolling will be furnished with a card stating which 
member of the faculty is to be his personal adviser, and he will con- 
sult that teacher in all matters in which he needs counsel, and the 
teacher will consult with the principal in all cases requiring especial- 
ly careful decision. Of course the principal will always be approach- 
able to all students when they wish to advise with him. Every stu- 
dent should know the principal, personally, and he should know every 
student personally, if possible, know their home life, their financial 
and social situation, their ambitions and their limitations. Unless 
he do, he cannot know their needs either as he would like to know 


them, or as he needs to know them to do his best by them as stu- 
dents. One of the first things, therefore, a student should do after 
entering school, is, to have a plain talk with his consulting in- 
structor, and as soon afterwards as possible, with the principal or 
president. Tell them your situation and your aspirations, my young 
friend, and you will then be sure of justice when your name comes 
up before the faculty. You will be sure of more; you will have 
two persons sufficiently interested in you to favor you when opportu- 
nity arises, to look out for helping you in the way you most need. 


1. Come the full year if possible. 

2. Get acquainted with the best students. 

3. Join one of the literary societies within the first month after 

4. Attend the exercises of the "Lecture Course." 

5. Take part, and take part earnestly and enthusiastically, in all 
the students' exercises approved by the faculty. We like and the 
students like enthusiastic boys and girls. 

6. Good study means a good appetite, a good appetite means a 
clear head and a warm heart. In order to have the appetite one must 
exercise at least "one hour" each afternoon, and exercise vigorously. 

Take plenty of exercise and take it between 2 and 7:30 p. m., 
sometime; not earlier, not later. 

Take part in athletics. It pays the school to have hearty, vigor- 
ous students, and it pays the students. 

7. See that you are in the study hall at intervals between reci- 
tations. Lounging in hallways, on verandas, or on the grounds be* 
tween 8 a. m. and 1:15 p. m. may result seriously. 

8. Take the full course. It pays. The world likes a boy or girl 
who completes, who finishes things. 

9. Never write on the walls or on the furniture of the buildings; 
no matter what one writes, this is always an evidence of grossness. 

10. Uncombed hair, unblacked boots, soiled collars or shirt bos- 
oms, carelessly tied neckties, untrimmed (at least uncleaned) finger 
nails, unclean teeth, unbrushed clothing, walking or standing habitu- 
ally with hands in the pockets, a slouchy walk, these are the marks 
of inexcusable carelessness or of unpardonable neglect, and go to 
help unmake a gentleman. 

11. To expectorate on anybody's floor, private or public, whether 
it be in one's home, in another's, or in a public building, is in- 
decent, vulgar, dangerous, and in many places criminal. 

12. Always take off your hat to your teacher when you meet him 
on the grounds, on the street, or elsewhere out of the class-room. 



Do this for your own sake and for the sake of the tone of the school, 
if not for the teacher. 

13. Read the list of text books used in this school, (see under 
that head in the index), and bring those books that can be used here. 

14. Do not forget that special railroad rates can be gotten when 
as many as ten come from any one point. 

15. Never go off and leave your books lying in the study hall 
or anywhere else about the building. They are not too heavy to carry 
with you, or should not be. We cannot be responsible for losses thus 

16. Learn the rules of the library before taking advantage of 
library privileges. 

17. If you come to board in College Hall, see that all bed- 
clothing and all wearing apparel have been carefully examined, so 
that the unnamable insect which gets into the best of homes now and 
then, — the "cimex lectularius" as zoology calls it, — may not come 
with you. 

The Hall is thoroughly renovated every summer, once in June and 
once in early September, thus assuring ourselves that it is in first- 
class order. The beds are thoroughly attended to once a month dur- 
ing the school year also, and the girls who room in the Hall are ex- 
pected to do the rest. 

Boys and girls coming to room in the city in other people's 
homes should always look out that they bring nothing of the kind into 
those homes, and if they find them already there they should report 
at once to the mother of the home. 

18. Do not hesitate to come to school because you are out of 
your teens or twenties or thirties even. If we had our preference we 
should have no graduate under 21. It is much easier to find them 
good positions when mature. Every year we enroll students who are 
married, who realize that when an education is needed there is no 
age limit. 

19. Make your school your home. Treat it as your home and it 
will so treat you. You will be received just as you receive others, 
loved just as you love others. Be loyal to your school and your 
teachers, and help make the school a part of yourself as well as your- 
self a part of your school. Let your motto be: "I'll do everything in 
my power to make the school glad I am a part of it and myself glad 
that it is a part of me." 

20. If any one wants informaton not given in this catalogue write 
for it and we shall promptly answer. 

21 GOING TO SCHOOL: A few years at the head of a school 
of a few hundred students gives one a deeper insight into the aim- 
lessness, the lack of well-defined purpose, the meaninglessness, the 
drifting tendency, the lack of persistence, the helplessness, the good- 
for-little, and, in too many cases, the good-for-nothingness of a large 


per cent of young people. It is truly dreadful to observe and to re- 
flect upon these things. It is no wonder there are bosses in our city, 
county, state and national political campaigns, in social competition, 
in business enterprise, in almost all departments of life. To contem- 
plate the situation one can not help excusing monopolies, trust mag- 
nates, princes of finance, and bosses great and bosses small to a 
large degree. All these are but the natural outgrowth of a condition. 
There could be no bosses if there were not hundreds, thousands, mil- 
lions who prefer to be bossed, or who cannot help themselves be- 
cause they have carelessly, if not criminally, let their opportunities 
for meeting and crushing the bosses pass. What can we expect but 
bosses in all lines of 1 work and in all situations so long as but a 
handful of our young people show any purpose in life, any genuine 
back bone, any real manly spirit of individuality, personality or inde- 
pendence? A pretty mess we'd have of it in some situations if we 
had no bosses; at the helm they are better than blubber back-bone, 
for all bosses have some well-defined purpose. They are not drifters, 
but pushers, pullers, leaders, men of ability of some kind and are 
willing to try to use it independently. 

22. FULL YEAR ATTENDANCE: Only a few years ago was it 
the rare exception that students from a distance came to attend school 
the entire year. Now a large per cent of our attendance from a 
distance is for the full year; and what a difference in the work and 
in results! What a difference in the system and the thoroughness 
with which class work is done! What a difference in the entire 
work of the school and what a difference to the students in their 
relations to the school as well as in the thoroughness of their work! 
The class work is much better, the work is easier, and yet more 
thorough, the literary societies are better, there is much more read- 
ing and investigation, the College spirit is remarkably improved, the 
social feature is so much better it seems another place, the students 
enjoy the school better, like their schoolmates better because they 
have time to get acquainted with them, there is more homelikeness 
about it, there is more enthusiasm, chapel is more interesting and 
better, every phase of life and work in the school seems absolutely 
rejuvenated; why? Try attending school by piecemeal once and then 
try it by the full year and see why. The very atmosphere of the 
school changes for the better to both students and teachers for the 
simple reason that the school becomes the home of the students in 
a large measure; they are here three-fourths of the year; if here 
but one term the school seems more like a work-shop or visiting place. 
It takes time to convert a new place into homelikeness. It takes 
time to learn to like strangers well. It takes time to learn how to 
study. We candidly believe that more solid results are derived from 
one session of nine months than in fifteen months of broken attend- 
ance. Has the reader ever attended school three of four days per 


week and missed one or two days per week? Has he missed about 
one recitation out of three? Or has he ever taught and had a pupil 
do these things? If so, how about the progress made? How about 
the interest in the work? This is the same thing, on a smaller scale, 
as attending school by broken terms. 

There are thousands of young persons solving this problem this 
way every year. At Marshall College are at least fifty young men and 
women each year who solve this problem without any help. Some do 
janitor work at the school buildings, some manage students' clubs, 
some wait on table and assist in house work in private homes and 
boarding houses, (not simply girls, boys as well; indeed they are 
mostly boys,) some assist our city livery men, some work at the bar- 
bers' chair at evenings and on Saturdays, some do work on Saturdays, 
holidays and special days in dry goods stores, groceries and other 
mercantile houses, and so on through the list. The principal does his 
best to assist in procuring such places, but the majority of the boys 
who thus earn their school money skirmish around and find these 
places. Many of the young men get employment for the summer at 
wages much better than they can command at home, and stay here 
from one year's end to the next until through school. 

Most of those who formerly came by single terms did so because 
they thought it impossible to do otherwise owing to their financial 
situation. In some cases it was almost impossible to do otherwise. 
But when the majority of those who were attending one term per 
year began to count the difference in the time required to finish their 
education in that way and by attending full years, they realized at 
once that it might be economy in dollars and cents to throw all their 
energies and time into the work, to count the gain by doing so, and 
then to see if there was not some way to arrange things to meet the 
financial requirements of coming here full years. A vigorous, 
earnest, promising boy or girl's head once set to work to solve a 
problem like this, solves it completely in more than nine cases out 
of ten. Indeed it is a matter very much more of the boy or girl than 
of money. What a boy or girl can do depends almost wholly on who 
he or she is, the material of which made; and what a boy or girl 
of good material decides to do because best for him or her to do, 
that is what he or she finds it possible to do when the cost is 
counted — that is what he usually does. Why do not more young men 
and women throw the whole power of their personality — their will, 
their business judgment, and their inventive genius — into the solution 
of this problem of pushing their education to a finish at the earliest 
possible moment? If they will but thus apply themselves to the solu- 
tion of the problem, the number of those who attend school full 
sessions will be more than doubled at this school next year. My 
young friends, serously consider this matter. 

The janitor's work at the school is at least twice as much as one 


man can do, but we never employ more than one regular janitor; all 
the rest of the work is given to students. 

What kind of boys and girls are those who work to pay all or a 
part of their expenses? Easily answered. The fact that they are will- 
ing to do this work to educate themselves, really answers this ques- 
tion; they are among the very best students; they are respected for 
their enrgy and lose no esteem or social standing because they work; 
in the estimation of the principal and the faculty of the school they 
rank all the higher because, they are willing to help themselves. 

There are other young people here, quite a number of them, who 
borrow money from friends, relatives, or others, some take out life 
insurance policies and turn them over to those from whom they bor- 
row till the money is returned. 

Still others have other ways of getting through school. But the 
question is, get through, and get through by attending full sessions if 
at all possible — and there are very few with whom it is not possible. 

With those, however, with whom it is not possible to come full 
years, we are just as deeply in sympathy; special pains are taken 
when they do come to give all the work they can do well, and to 
give them the studies they feel that they most need. 

The final question is, whether it be by full sessions or by part 
sessions, educate yourself. Let not the mad rush for money that has 
so savagely taken hold of the people of all countries within the last 
decade blind any young man or woman to that most serious of all 
public questions for the young people of today, that question which 
appeals to all alike: The young people of today are to be the citizens, 
the teachers, the ministers, the officials, the statesmen, the jurists of 
tomorrow; do not forget that each succeeding generation is going to 
demand better educated people for these places; do not forget that 
more and more a man or a woman's education is to be his or her pass- 
port into good society, into positions of trust, honor, and money. 

The question is not so much how soon young people educate them- 
selves, though that means much, but whether they do it at all. We 
admire very much the push and sticking qualities of young people who 
come to us one term per year from session to session. To stick to a 
thing means very much. Many of the best graduates have been those 
who came but one term per year till they had reached their senior 
year. We want you, want you educated, and are . glad to have you 
even one term per year. Come as much each session as possible, but 
be sure to come. We'll find classes for you and you'll find very warm 
friends. The very heartiest welcome to you at Marshall College, 




The "Grade Prize," $5.00 in gold, was won by Miss Ethel Waddell, 
she having led the entire school for each of the three terms, with the 
following average: 

Fall Term 96 3-5 

Winter Term 97 ^4 

Spring Term 97 % 

The "Crumrine Prize," $15.00, fell to two young ladies in the ratio 
of two to one. Ten dollars was awarded Miss Helen Randall of Har- 
rison coimty, and $5.00 went to Miss Tressie Hearholzer of Cabell 

The "Beethoven Prize," a $10 gold piece, was awarded to Miss 
Esther Crooks of Jackson county. 

The "Mozart Prize," a $5.00 gold piece, was awarded to Miss Eva 
Fling of Gilmer county. 

The "Jordan Prize," a $5.00 gold piece, went to Joe Davidson of 
Cabell county. 

The "Furnell Wreath" went to the Virginian Literary Society. 
The "Davis Silver Cup" went to the class of 1908. 
The Inter-Society award, $90, went as follows: 

To the Virginian Society $55.00 

To the Erosophian Society 35.00 


1. The "Grade Prize," $5.00 in gold, to be awarded to the pupil 
who makes the highest general average for the year 1906-'07, whose 
conduct is above question, and whose attendance has been first-class, 
that is, there are to be no absences from any class unless excused by 
the principal. 


2. The "Cochran Prize," a $10 gold piece, to the student who 
makes the most progress in the Department of Expression and whose 
work has been the most satisfactory for the entire year. 

3. Five Dollars to the student in the Department of Expression 
who recites best "The Death of Sidney Carton" (Tale of Two Cities, — 
Dickens). Only students taking regular work in this department will 
be admitted to the contest for this prize. 

4. The "Mozart Prize," $5.00 in gold, to be awarded to the best 
all-round music student for attendance, punctuality, decorum, progress 
in music studies, application, practice, etc. This is open to all depart- 
ments of music, but only to those taking music the entire year, "full 

5. The "Crumrine Prize," $15.00, for excellence in playing the 
classics, piano, open only to students in the piano department. This 
prize will be awarded in the form of payment in full for tuition in 
the piano department, for the spring term. 

6. The "Beethoven Prize," $10.00 in gold, for the best examina- 
tion, written or oral, in the "History of Music and the Biogra- 
phy of Musicians," open only to students of the music department, to 
all divisions of it, piano, organ, band, violin, voice, etc., but only to 
those taking music the entire year, "full time." This prize will not 
be awarded unless there be at least five contestants for it. 

7. The "Raphael Prize," $10.00 in gold, for the best piece of 
work in colors, Art Department. This offer is made only to those 
taking regular work in art, and the work must all be done in the col- 
lege studio. This piece of work must be on a card not less than 
18 x 24 inches, or if of different dimensions, then of this area, and the 
color part must not be less than 12x18 inches or its equivalent in 

8. To the student of art who produces the second best piece in 
color, size same as the preceding one, an award of $5.00 in gold will 
be offered. This will be known as the "Rembrandt Prize." This piece 
must also be painted in the college studio. 

9. The "Inter-Society Contest Awards," $90.00 in all, for piano, 
recitation, essay, oration, and debate. 

10. The "Jordan Prize," a $5.00 gold piece, to be awarded the 
most successful student in the Greek division of the ancient language 

11. The "Furnell Wreath," to go to the literary society winning 
the larger portion of the $90.00 awarded at each annual inter-society 

12. The "Davis Cup," to go to the "class base ball team" that 
comes off champion in the inter-class games. 

Awards Nos. 3, 4, 6, 7, 8, and 9 will not be made unless the proper 
spirit of competition is shown, and unless the efforts come up tQ 
proper standards of excellence. 


Two Scholarships, one of $45.00 and one of $55.00 will be awarded, 
the former to a member of the junior class, the latter to a member of 
the senior class. These will be awarded sometime in April of each 
year. The basis on which these scholarships are to be awarded will 
cover the following points: 


Class standing. 

Habits of study. 

General decorum. 

Financial situation. 

Attendance and punctuality. 

If at any time two members of the senior class rank above any 
member of the junior on these six points both awards may go to the 
senior class, and the opposite may occur. 

These two scholarships are offered in memory of Mrs. L. J. 
Corbly, and will be known as the "Mrs. L. J. Corbly Scholarships." 

It was at first intended to offer one $100.00 scholarship, but after 
advising with others it was decided better to let two worthy young 
people benefit by the offer instead of one. 




Up to the opening of the fall term, 1896, the literary organizations 
of the school were divided on the basis of sex, one for the ladies, — 
the HYPERION,— and one for the gentlemen,— the EROSOPHIAN. 

This arrangement did not prove entirely satisfactory in a co-edu- 
cational school and shortly after the opening of school in September, 
1896, a movement was set on foot for reorganizing the literary 
societies, which resulted in the formation of just one society for both 
sexes, the name of which, the VIRGINIAN, was chosen from a list 
submitted by the principal of the school. 

But it soon became evident that this did not meet all demands, 
especially to the ambitious. Differences arose, and were magnified 
into dissentions, and dissentions led to factions, one of which, under 
the brilliant leadership of that very remarkable young man, only in 
his early 'teens, Henry Deitz, withdrew from the Virginian society 
in the fall of 1897 and formed a new society, also co-educational, which 
took the name of one of the old societies out of which the Virginian 
was formed, the EROSOPHIAN, and this move put matters in a nor- 
mal condtion, both sexes in each, each on an equal footing every way, 
and hence ready for "battle" in due form. 

It was then that the principal encouraged the "annual inter- 
society contest" which was immediately arranged for, he offering 
awards to the amount of $50, to replenish the treasury of the winning 
society, four contestants to be selected from each society, immediately 
after the opening of the winter term, the selections to be made by 
the societies: One for debate, one for oration, one for essay, and one 
for recitation, the $50.00 to be divided as follows: Debate, $20, oration 
$15, essay 10, recitation $5. 

There being no society rooms or halls at that time the enterpris- 
ing young people used recitation rooms till the opening of the winter 

Y. W. C. A. AND Y. M. C. A. OFFICERS. 


term, 1900, when new halls in the new 1899 section of the buildings 
were turned over to them, since which time the societies have been 
handsomly and comfortably housed in halls of their own. 

The first annual contest came off at the June commencement of 

Beginning with the June commencement, 1905, the amount for 
awards in these contests was raised from $50 to $90 and the new 
feature of the contest between two pianists was added to the list of 
exercises, the $90 going as follows: Debate $40, oration $20, essay 
$15, recitation $10, piano $5. 

Beginning with the 1904 contest two debaters from each society, 
instead of one, were selected, and the exercises occupied two nights 
to avoid unduly tiring the audience; debate one night (since piano 
was added, debate and piano), and oration, essay, and recitation the 
other night. 

It is scarcely necessary to add that these annual contests are 
among the most intersting of commenceemnt week. 

EROSOPHIAN LITERARY SOCIETY: This society has its hall 
on the 2nd floor of the 1899 building. The dimensions of the hall are 
41 x 36 x 14 feet. It is neatly carpeted, beautifully papered, and is 
furnished with nice chairs, secretary's desk, debaters' tables, presi- 
dent's table and chair, and other necessary equipments. On its walls 
are some good pictures, one a beautiful painting of Psyche, 3x5 feet, 
painted by Prof. E. E. Myers of the art department and purchased by 
the society for $50. There are 6 wall brackets for gas jets, and four 
four-light chandeliers, making a total of 22 gas jets for lighting the 
hall. There is a piano in the hall for use by the society. All furni- 
ture and furnishings were paid for by the society except the plumbing 
and the piano. 

VIRGINIAN LITERARY SOCIETY: This society has its hall on 
the 3rd floor of the 1899 building, dimensions 41 x 36 x 12 feet. Like 
the other hall it too is neatly carpeted, handsomely papered, furnished 
with nice chairs, debaters' tables, secretary's desk, president's table 
and chair, wall pictures, 6 wall brackets and four four-light chande- 
liers, furnishing a total of 22 gas jets. There is a piano in this hall 
also. As in the case of the other society, all furniture and furnishings 
except the plumbing and the piano were paid for by the society. 

There is no feature of the life and character of the school that is 
of greater value to it than these literary organizations. 

ZETA RHO EPSILON: A society open to those who have com- 
pleted a minimum of one term's work in Greek at Marshall College, 
was organized in September, 1905. Its chapter roll in June, 1906, 
numbered 46. It is a social organization, designed to foster among 


its members the true college spirit, and to advance the interests of 
the Greek department. It is not a secret organization or a "fra- 
ternity" in the technical sense. At its first annual banquet, May 25, 
1906, 30 were present. Its colors are old gold and black. ■ 


ganized in the fall of 1903 and has grown gradually and substantially 
since that time. The meetings are held in the parlors of College 
Hall, 4:30 to 5:30 p. m. on Sunday. The first half hour of the service 
is Bible-class work and is under the instruction of a lady member 
of the faculty. (Miss Rider served during most of the year). The 
last half hour is given up to devotional exercises and is under the 
direction of a member of the organization, who must be a student 
of the school. 

The influence of the Y. W. C. A. on the life and discipline of 
College Hall has been something remarkable, and its good effects 
have permeated the life of the entire school. 

in January, 1905, and immediately took rank as an important feature 
of school life at Marshall College. Eighty-five were enrolled during- 
the year and the interest shown exceeded the hopes of those who 
figured in the organization. In every way it has been a success, and 
has added an influence altogether wholesome to the work of the 

THE YOUNG MEN'S BIBLE CLASS seems to us an extremely 
valuable auxilliary to the school work here. Its relation on the one 
hand to the Christian life of the student body, and on the other to 
the literary and historical attainments of our young men, cannot but 
prove in every way useful and wholesome. 

This work is separated into two divisions and placed under the 
instruction of two of the gentlemen members of the faculty, (during 
the past year under Professors Franklin and Fitzgerald). To encour- 
age this work quite an amount of expensive and valuable literature 
has been placed at the disposal of this and the Y. W. C. A. during 
the session of 1905-'06, among which is the new Jewish Cyclopedia, 12 
volumes, costing $96. 

The Y. M. C. A. work proper and the Young Men's Bible Classes 
are entirely distinct organizations. 


Most of the counties, especially those having larger delegations 


here, have their own organizations, elect officers, and are beginning 
to take an active part in the student life and discipline of the school, 
to the decided relief of the principal. Some of them take an active 
and exceedingly valuable part in the field work of the school to the 
great relief of the principal as well as to his extreme delight. 



SCHOOL BUILDINGS: These are located In the center of the 
school grounds on an elevation of about 20 feet above the surround- 
ing streets, overlooking the entire grounds, a wide area of the city, 
the Ohio hills on the north, and the West Virginia hills on the south. 

With the addition of the new building our school edifice now 
consists of a series of five buildings solidly connected, a continuous 
hallway extending from one end to the other. 

The buildings have their main frontage on Third avenue and on 
Sixteenth street. 

The Third avenue or north frontage is about 400 feet In length, 
and faces the Ohio river, two blocks distant, with the fine range of 
hills that fringe its banks on the Ohio side. 

The Sixteenth street or west frontage is 140 feet in length, facing 
the main part of the city. 

The secondary frontages are the College avenue or south front, 
400 feet, and the Seventeenth street or east front, 55 feet. 

The two eastern sections of the buildings, composed of three 
wings, 26 x 55 feet, 40 x 70 feet, and 40 x 73 feet, compose the ladies' 
dormitory sections known as College Hall. Between these and the 
other sections there is a heavy brick wall with no openings in it 
above the first floor. 

The three western sections are given up exclusively to school 
work. These are, respectively, beginning with the most eastern, 
70 x 78, 55 x 84, and 101 x 140 feet. All have been built since 1897, one 
excepted, and that one was thoroughly overhauled . inside and out in 
1899, thus making the entire series new and up-to-date, in their ap- 

SCHOOL GROUNDS: The school grounds, located between 
Third avenue on the north and College avenue on the south, and 
between Sixteenth street on the west and Seventeenth street on the 


east, two city blocks in length and one and one-half blocks in width, 
contain even sixteen acres of land, for which nature has done as 
much, perhaps, as for any school grounds of their size in the United 
States, toward adapting them for the purpose for which they have 
been appropriated. The elevated center, seemingly intended to re- 
ceive some royal palace, extends from within 200 feet of the west 
end, where the summit of the somewhat abrupt but extremely grace- 
ful incline from the Sixteenth street level is crowned with a large 
widespreading beech and some smaller trees ten to twelve inches in 
diameter, eastward 600 feet where it terminates in a deep terrace 
thirty feet high, which terrace serves as the west bank of a deep 
ravine. This ravine, or brooklet, enters the grounds at the south- 
east corner and winds its way in deep, graceful curves north-west- 
ward through the grounds, lined throughout its course with noble 
trees varying in diameter from ten to thirty inches. It is the beau- 
tiful curving of the deep banks of this brooklet, fringed with stately 
trees and covered with verdure, especially at its north-western portion, 
that Dr. Goss, of Cincinnati, thought the most beautiful spot he had 
ever seen on a College campus. This brooklet, with an arm extending 
eastward and covered with over fifty trees, forms the eastern 
boundary of the elevated center of the campus referred to above. 
Beyond the ravine and about twenty feet lower than the elongated 
elevation of the center, to the eastward, are the young men's athletic 
grounds, about four acres, and almost entirely level. The northern 
or Third avenue frontage descends by a steep, carefully cultivated 
terrace some twenty feet from the high central portion, and from the 
foot of the terrace to Third avenue it is nearly entirely level. On this 
portion are the main entrance, (a brick walk twelve feet wide), 
fifteen of the finest old trees, the croquet court, and one of the tennis 
courts. To the south of the rise extending east and west through 
the center, the grounds slope gently to College avenue, this section 
being a little wider than the northern frontage. The drive-way 
enters from College avenue, about the middle from east to west, comes 
at right angles to the buildings, curves gracefully around the large 
sycamore at the immediate south of College Hall, and retraces itself. 
The eastern portion of the south side is given up to the girls' basket 
ball grounds. 

Besides over 100 small trees, chiefly sugar maple, planted within 
the last five years, and the shrubbery scattered over the Third avenue 
front, there are the following trees: Pawpaw 1, unnamed 1, cherry 1, 
mulberry 1, weeping mulberry 2, ash 3, locust 3, poplar 3, sugar 4, 
walnut 4, gum 6, oak 11, beech 23, lombardy poplar 25, sycamore 36, 
elm 67; total 182, more than 100 of which are large trees, and few 
of the 182 are less than eight to ten inches in diameter. 

Paralleling the longer dimensions of the grounds, (the eastern- 
Western dimension), and but two city blocks to the north, Js tb§ 


Ohio river; one block nearer on the same side is the B. & O. 
Railway, and bounding the northern front is Third avenue, 100 feet 
wide, on which is the Camden Interstate Railway, (electric), connect- 
ing the College with all parts of the city, with Guyandotte four miles 
to the east, Central City four miles west, Ceredo eight miles west, 
Kenova ten miles, Catlettsburg, Ky., twelve miles, Clyffeside Park 
with its beautiful groves and beautiful lake, fourteen miles, Ashland, 
Ky., sixteen miles and Ironton, Ohio, twenty-one miles west, students 
from which centers and from the intermediate smaller towns landing 
from this, one of the finest electric roads in the United States, at the 
very gate of the College. This electric line brings Marshall College 
in immediate connection with the homes of about 75,000 people. 

To the opposite side of the grounds, (the College avenue or south 
side) and three blocks distant, is the C. & O. Railway, and but one 
and one-half blocks distant is the Sixth avenue branch of the Camden 
Inter-State Railway. 

LECTURES: A first-class lecture course is given every winter, 
including lectures by some of the best speakers in the country and 
several musical numbers by leading artists. We consider this an 
especially fine feature of school life at Marshall. From this source 
alone there is quite an education for young people which cannot be 
had in smaller towns and schools. i 

LITERARY SOCIETIES: The beenfit to be derived from this 
source can scarcely be appreciated by one who has not had these op- 
portunities, or has not availed himself of them. This is a very im- 
portant part of one's education. 

For a description of these societies at Marshall, see under the 
heading, Student Organizations, Part XIII. 

LIBRARY AND READING-ROOM: This, beyond question, is the 
strongest advantage a good school has to offer, (excepting alone the 
faculty), over schools that do not have good libraries, for nothing 
except good, strong, well-educated, college-trained teachers is so im- 
portant in one's education, as a fine collection of books. 

Nobody who knows what a good library is has ever visited and 
examined the library of Marshall College who has not been "struck" 
with the fine assortment of books found in it; and when they have 
learned how these books were selected they at once understand why 
the collection is a rarely good one. 

There are about seven thousand volumes in the collection besides 
a large number of valuable pamphlets, maps, etc. 

The new building contains admirable library quarters, a suite of 
rooms of about 36 x 75 feet in floor area, which will be furnished with 
every convenience needed by the students. 


The library is catalogued by the Dewey system and is in charge 
of a trained and exceptionally kind and capable librarian. 

THE READING ROOMS are regarded an essential part of the 
library, their purpose being to afford opportunity for reading and 
reference work in the library proper, also to give the students access 
to the finest magazines published, a very fine list of which is placed 
on the tables of our Reading Rooms as will be seen by the following: 

Magazines and Other Periodicals Found on the Tables of the Marshall 
College Reading Rooms: 

1. Amer. Journal of Psychology 

2. Amer. Journal of Sociology 

3. Amer. School Board Journal 

4. Atlantic Monthly 

5. Bird Lore 

6. Birds and Nature 

7. Bookman (British) 

8. Bookman (American) 

9. Bookseller (British) 

10. Century 

11. Colliers Weekly 

12. Cosmopolitan 

13. Country Life in America 

14. Critic 

15. Current Literature 

16. Dial 

17. Die Woche 

18. Dun's Review 

19. Edinburg Review (British) 

20. Educational Review 

21. Etude 

22. Everybody's Magazine 

23. Floral Life 

24. Fortnightly Review (British) 

25. Forum 

26. Good Housekeeping 

27. Harper's Bazaar 

28. Harper's Monthly 

29. Harper's Weekly 

30. Independent 

31. International Journal of Ethics 

32. Journal of Geography 

33. Journal of Geology 

34. Journal of Pedagogy 


35. Ladies Home Journal 

36. Library Journal 

37. Literary Digest 

38. Monist 

39. Musician 

40. Musical Courier : 

41. Munsey 

42. McClure 

43. Nation 

44. Nation (German) 

45. National Geographical Magazine 

46. Nature Study 

47. N. Y. Teachers' Monograph 

48. Nineteenth Century (British) 

49. North American Review 

50. Outlook 

51. Pilgrim 

52. Poet Lore * 

53. Political Science Quarterly 

54. Popular Astronomy 

55. Popular Science Monthly 

56. Psychological Review 

57. Public Opinion (American) 

58. Public Opinion (British) 

59. Review of Reviews (American) 

60. Review of Reviews (British) 

61. Saturday Evening Post 

62. Scientific American 

63. Scribner 

64. Success 

65. Teachers' College Record 

66. Theatre 

67. World's Events 

68. World's Work 

69. World Today 

70. Youth's Companion 
76. Six Daily Newspapers 

96. Twenty Weekly Newspapers 

LABORATORIES AND APPARATUS: The practical teacher, 
especially in history, geography, the sciences, Latin, and Greek, knows 
very well the difference between teaching with and without apparatus 
such as maps, charts, casts, etc., and the science teacher realizes at 
once how poorly almost any science is taught without a laboratory. 
The student, too, who has seen the difference feels that science teack* 



ing without laboratory facilities is not science at all, but the theory 
of science. 

In planning the new building, we have diligently looked after this 
feature for the future. In the new structure is one work laboratory 
28 x 32, and another 28 x 60. In addition to these there are a geogra- 
phy, physical geography, geology, astronomy, and botany laboratory 
and museum, with cases for keeping all specimens labeled, classified 
and in order, and a physiology and zoology laboratory and museum. 

Our already large collection of fine maps for the history, geog- 
raphy, Latin, Greek, and other classes is to be added to and the col- 
lection nicely housed and classified. 

Several hundred geological specimens have been selected and will 
be ready for placing in the cases as soon as the new building is 

Indeed the new building with its ample space is destined to revo- 
lutionize the work in science at Marshall College, and several other 
lines of work will be greatly improved because of new facilities. 

INSTRUCTORS AND INSTRUCTION: At last the instructor, his 
character, his culture, his scholarship, his sympathy with his stu- 
dents, his interest in his work and in them, his enthusiasm, his 
pedagogical skill and training, his experience, his devotion to his 
work, his ability to do work as well as insist upon it, his qualifications 
for his particular kind of work, to do thoroughly well the work he is 
expected to have his students do, his measure in scholarship above and 
beyond the things he teaches, all these are, in the last analysis, the 
test of a school. Unless there is broad, liberal college training cov- 
ering some years brought by the teacher to bear upon his class work 
there is no genuine progress. 

Scholarship we do insist upon at Marshall, and with it experience 
and skill. We have not always gotten it but mistakes will always be 
made while man remains human. Each year we insist on strengthen- 
ing our faculty, and year by year it has been strengthened. 

The reader is welcome to refer to the list of instructors with 
their experience and training as recorded in the first part of this 
catalogue, and if they do not stand the test, then come not to Mar- 
shall, for good, well educated instructors are indispensable to the 
education of youth. No instruction can be gotten out of an instructor, 
which was never gotten into him, no matter what the process be, 
whether pumping or probing. It is simply impossible. So, see to it 
carefully, kind reader, before going to or sending to a school, that 
the instructor is a thoroughly educated lady or gentleman. 

SUMMER SESSION: Immediately after the close of each "ten 
months" session a summer session is opened, thus giving those who 
are teaching seven to nine months, and those who have work to make 


up in order to hold their places in their classes, opportunity to gain 
time. Some of our students save one to two years' time in their 
course by taking the work of the summer session, credit for all which 
is given on graduation. This session is five weeks, or half a term, in 
length; students carry half as many studies as during a full term 
and do twice the amount of work per day in each, thus coming out 
with full terms work in what they do. 

partment for Teachers" is now thoroughly established, the Model 
school includes all grades from the "first primary" to the "high 
school," and practice work is given also in high school work, thus 
covering practice work for teachers from the lowest to the highest 
grades of the public schools, whether in the country, village, town or 
city schools. 

The advantages offered teachers and prospective teachers in 
the way of meeting with other teachers from every part of the state 
and from many parts of other states is one that is very valuable. 
These, plus the advantages named above and those named below, 
make this school especially attractive and helpful to teachers. 

ATHLETICS: Outdoor athletics have already begun to receive 
that attention which young people in school should give them both for 
the good of the students, physically, and for the school's good name 
for encouraging exercise among its student body. A large number of 
the students have begun to show a lively interest in athletics and 
each year a larger number identify themselves with the active work 
therein. And now that the school is to have a good gymnasium, oppor- 
tunity will be given all students for exercise in the stormiest and 
rainest weather, whether in winter or in summer. 

SOCIAL OPPORTUNITIES: This feature of school life is of very 
much greater importance than the average young person, or the 
average parent for that matter, is apt to suppose. The student that 
goes through with his higher education without paying careful atten- 
tion, very careful attention to the social side of his culture, neglects 
one of the essentials of education. 

These things are supposed to belong to girls and women only. 
What a mistake! Young men are failing to "measure up" to hun- 
dreds of good positions every year solely because of their lack of good 
address, of self possession, of ease and self-command in the presence 
of strangers, of appearing to advantage "under pressure." Man is by 
nature the most social of animals — if he be a normal man, — and every 
year the social requirements of men and women for any position in 
life grow more exacting. 

At school is the place of all places that one's social life should 


be developed, and this cannot be done without opportunity and time. 
The size and location of Marshall College make the advantages 
of social life especially good here, and these opportunities are not 
over-rated nor overdone as they are in "fashionable schools," schools 
where the social is about the only thing emphasized. 

RELIGIOUS OPPORTUNITIES: In Huntington and in Marshall 
College these are especially good. In the city are thirteen churches 
for white people; Two M. E. churches, two M. E. South, two Baptist, 
one Christian, one Jewish, one Congregational, one Catholic, one 
United Brethren, one Episcopal, and one Presbyterian. 

All these are especially cordial in their welcome to students of 
the college, and in practically all the church choirs are found one or 
more students. Hundreds of them attend the Sunday Schools of the 
city, a number of classes being composed exclusively of students; 
and every year a number of church socials are given especially for 
the students, where they meet the church people and learn to feel at 
home among them. 

In the college are the two Christian organizations, — the Y. M. C. 
A. and the Y. W. C. A., — which have their own religious exercises In 
the college; also the student's Bible Study classes. These organiza- 
tions are open to students only and have grown to be strong influ- 
ences for good in our college life here. 

The Christian spirit throughout the entire school is of an excep- 
tionally high class, — solid, substantial, high-toned, and not merely a 
passing sentimentalism born of church prejudice or of inherited super- 
stitutions which are dignified with the term "beliefs." 

FINANCIAL OPPORTUNITIES: The opportunities for earning a 
part or all their expenses, as well as the many ways in which students 
may economize, constitute one of the attractions of this school for 
young people. Such opportunities are very limited, of course, in 
smaller towns; but Huntington has grown large enough to furnish 
those who wish something to do to help pay their expenses, some 
kind of employment. 

Quite a number of our students pay all or a part of their expenses 
by engaging in some kind of employment here, either during the 
school year, or during vacation. Several of these do their work as 
assistant janitors, others find employment in the city. 

HOSPITALS: There are three hospitals in the city, — the C. & O. 
Hospital, the Huntington Hospital, and the Kessler Hospital. 

Only those who have had to be severely ill away from home can 
fully appreciate the value of a hospital with its appointments and 
equipments suited for caring for the sick and the injured. The value 
of kind, trained nurses and skilled physicians means much to those 


who are severely ill away from home, and a number of our students 
can testify to these as advantages of a rare kind. 

TRAVELING FACILITIES: The city is reached by three rail- 
roads direct, and two others unite with Huntington railroads within 
eight miles of our city and make immediate connections. These, with 
the Ohio river, make our school city one of the most easily accessible 
points in the state. 

TELEGRAPH AND TELEPHONE: There are two telegraph com- 
panies and two telephone companies with foreign connections reach- 
ing every part of our state, of the United States for that matter, all 
which are connected with the college, the 'phones directly, the tele- 
graph companies by telephone from their city offices to the college, 
so that parents and friends may reach students here at any time 
during the day and till late at night. 

SOME ADVANTAGES OF A CITY: Carefully, even critically, 
have we watched and studied the relative advantages of city and of 
small town or village, on the life and work of a school. We have taught 
in both places and attended college in both places. We have talked 
with many men and women, both in and out of school on this subject. 
The following are the results of this study: 

1. The small town with its unlicensed saloons ("speak-easies"), 
or even the town into which intoxicants are smuggled (and that 
means practically all so-called "dry" towns), is worse cursed with 
drinking and drunkenness among the students than the larger place 
with its open, licensed saloons; and we are of opinion it will remain 
so so long as there is a whiskey plant or a saloon to supply the sneak 
drinker and smuggler of intoxicants in the smaller places. This is 
no argument for the saloon, but a statement based upon observation 
for years which has for its point in a temperance way the theory 
that the effective stroke at intemperance is the stroke that puts the 
saloon and the speak-easy out of business by putting the whiskey, 
rum, and beer plant out of existence; if the latter cannot be done, 
then regulation and not destruction seems to us the solution of the 
temperance problem. 

2. In the smaller places the school's affairs and business are 
entirely too much the town's affairs and the town's business. Gossip 
and mischief-making between the school and the town become the 
order, and the bane of the teacher's and principal's or president's life. 

In the larger place the life of the school is a thing apart and in- 
dependent of the city, — though a part of it by individual assimiliation, 
here and there, at so many points and these so far removed from the 
heart of the school, that unpleasant reactions are virtually unknown. 
The healthful influence of a good teacher counts for more on his 


students in a large place than in a small one, because the school life 
is more completely an independent and individual entity where the 
city is so much larger than the school that it is independent of it as 
a civic entity. 

This view, carried to its logical completeness, however, requires 
the dormitory feature. 

3. The advantages for culture and refinement in a city much 
more than offset the boasted advantages of quiet and seclusion in 
smaller places. 

4. We grant that the city has its vile quarters or sections, but 
observation teaches us that many scarlet women housed in a particu- 
lar quarter of a city, which quarter cannot be approached day or night 
without suspicion and danger of publicity, exert a less baleful influ- 
ence over men, young or old, than few or even one such person who 
has made herself notorious in a small place and is subject for com- 
ment on all sides. 

On the whole the city seems to us the more desirable place for 
an institution, for many reasons besides those named, and our con- 
victions are drawn from sources other than self-interest. 

EXPENSES: Beyond question the facilities for cheap board and 
for means of earning a part or all of one's expenses are much better 
in a city than are possible in smaller places, as are also the oppor- 
tunities for purchases. 

True, there are more ways to spend money in a city; but even 
that is matter easily regulated by the parent; and if the student have 
plenty of funds of his own he will spend them, if a spendthrift, no 
matter where he is, and will save them if economic, no matter 
whether in city or country. This fact has been clearly demonstrated 
in our experience and observations with young people. 



After several years of tireless effort, patience, pains, time in a 
liberal measure, and good management on the part of the Athletic 
Committee, this branch of college life and college study — for college 
athletics is a study — has begun to take place alongside other branches 
of school work — for athletics is work too — at Marshall College. 

The new gymnasium supplies a long and seriously-felt want in our 
college life and will be enjoyed to the utmost, especially during the 
months when outdoor athletics are out of the question. A floor area 
of 45x65 feet affords ample space and the room is to be fitted with 
all of the appliances found in any modern school gymnasium. 

A physical instructor will be provided for the girls and hereafter 
they will have regular drill. 

TENNIS: This is one of the finest games yet brought forward, 
especially for ladies and for men who prefer the moderate forms of 
exercise. It is as modest as any one could desire, requiring no 
special dress, though long skirts are much in the way. It combines 
in very good proportions the out-door feature, vigor, ready judgment, 
alternation among players, and an air of the popular. There are two 
nice courts on the campus and these are very liberally used. Every 
girl should play tennis as an intellectual game which combines the 
physical in excellent ratio, yielding fine results. 

CROQUET: There is one croquet court on the campus, which 
serves quite well the taste of all whose likes for outdoor sport can 
be satisfied with as little of the vigorous as this game requires. It is 
very popular with some students. 

FOOTBALL: The athletic association for the season of 1905 
secured the services of Coach Alfred McCray, former captain of the 


University of Cincinnati football team. A strong squad was organ- 
ized from the material at hand. All local and nearby competitors 
were easily defeated. In the intercollegiate games Marshall lost to 
Kentucky State College and Miami University but won from Ohio 
University. The expenses for the season amounted to twelve hundred 

BASEBALL: Interest in baseball at Marshall during the season 
just ended centered in the class championship series, which was won 
by the class of 1908, the trophy awarded being the Davis Athletic 
Cup. Four classes competed and the rivalry proved intense. The 
school squad numbered about fifty candidates. 



Session 1906-'07. 

L. J. CORBLY, Principal, — German and. Psychology. 

Educated in the common schools of West Virginia, Fairmont State 
Normal School, the West Virginia University, where he graduated in 
1890, and at the German Universities of Halle, and Berlin. Taught five 
years in country schools, three years principal of town schools, Super- 
intendent of schools, Water Valley, Miss., two years, Superintendent 
of schools, Clarksburg, W. Va., three years, and ten years in present 
position. Spent four summers in European travel. Has taught 180 

MRS. NAOMI EVERETT, First Assistant,— Literature and French. 

Educated in the common schools of North Carolina, Tennessee, Steu- 
ben ville Seminary, and the University of Chicago, where she took her 
degree in 1902. Principal of the high schools of Clarksburg and Hunt- 
ington 16 years, in her present position nine years. Has taught 254 
months. Mrs. Everett has traveled in Europe. 

MISS ANNA CUMMINGS, Superintendent of the Training Department. 

Educated in the common schools of Massachusetts, in Colby Univer- 
sity, University of Chicago, and Leland Stanford University, Cal. 
Took her degrees from Colby University, Maine. Teacher in private 
schools, high schools, academies, Moody's School for Boys, Mt. Vernon, 
Mass., Lady Principal of Vermont Academy, Vermont, and six years 
special training for her present position. Miss Cummings is a native 
of Vermont, later a resident of Massachusetts. She has traveled in 
Europe. Has taught 156 months. 


Educated in the common schools of West Virginia, W. Va. University, 
where she graduated in 1893, at the Ohio Wesleyan University, and 
Cornell University. Taught in the schools of her native county (Mon- 
ongalia), city schools of Cleveland, Ohio, and in her present position 
since 1895, total 145 months. She has traveled in Europe. 

MR. W. M. MEREDITH, Science., 

Educated in the common schools of Virginia, Emory and Henry Col- 
lege, Virginia, University of W. Va., and Ada, Ohio. Taught several 
years in the common schools of Virginia, principal of schools at 
Lewisburg, W. Va., and in his present position since 1898, a total of 
149 months. Mr. Meredith spent the summer of 1903 in European 

MISS HARRIET D. JOHNSON, Greek and Latin. 

Educated in the common schools of W. Va. and Ohio, Denison Uni- 
versity, Ohio, where she took her degree, and the University of Chi- 
cago. Instructor in Shepherds town State Normal eight years, and in 
her present position since 1902, a total of 120 months. Miss Johnson 
spent the summer of 1903 traveling in Europe, 



MR. J. A. FITZGERALD, Mathematics. 

Educated in the common schools of W. Va., Marshall College and 
Georgetown University, Ky., where he took his degree. Principal of 
the Hurricane schools one year and in his present position since 1902. 
Has taught in all, 50 months. 

MR. GEORGE M. FORD, History and Civics. 

Educated in the common schools of W. Va., and at the University of 
W. Va., both academic and department of law, where he took his de- 
grees. Taught in the common schools of W. Va., in the Grafton high 
school, and three years as principal of the Concord Branch of the 
State Normal School; elected to his present position in June, 1903. 
Has taught 100 months. 


Educated in the common schools of W. Va., Buckhannon Seminary, 
and at Alleghany College, Pa., where he took his degree. Has taught 49 
months. Has been in present position two years. 

MR. R. J. LARGENT, English and History. 

Educated in the common schools of W. Va., and at the University of 
W. Va., where he spent six years and took his degree. Elected to 
his present positon, January, 1904. Has taught 26 months. 

MRS. FRANCES CALDWELL, English and Mathematics. 

Educated in the schools of West Virginia and of Kentucky, in which 
latter State she did her college work. Has taught in the common 
schools, in the Charleston City Schools, in the Concord Branch of the 
State Normal, and two years in Marshall College. 

MISS FRANCES BURGESS, Political and Physical Geography. 

Educated in the common schools of West Virginia, Marshall College 
(graduated here), W. Va. University and the University of Chicago. 
Taught 12 months in the country schools of Kanawha county, W. Va., 
12 months in the St. Albans grammar school, three years in the Hunt- 
ington high school, and ten years as principal of the Holderrjy school, 
of this city, a building of fourteen rooms, a total of 148 months. Miss 
Burgess is attending school at the University of Chicago this Summer. 
Has held her present position two years. 

MISS VIRGINIA RIDER, English Grammar. 

Educated in the common schools of West Virginia, in the Buckhan- 
non Seminary, where she also taught, and in Alleghany College. She 
has taught 16 months in Marshall College. 

MR. W. H. FRANKLIN, English and German. 

Educated in the common schools of West Virginia, graduate of the 
Buckhannon Seminary, also of Allegheny College where he took his A. 
B. degree. Has taught in the common schools and two years in the 
Clarksburg High School as instructor in Greek and German. 


Graduate of Marshall College. Has taught 45 months. 


i Graduate of West Virginia Conference Seminary. Has taught 50 

E. E. MYERS, Art. 

Educated in the schools of Ohio and Pennsylvania, and trained for his 
profession in the Art Schools at Pittsburg, Cincinnati, New York and 
Boston. Called to his present position in 1902. Taught several years, 
and connected with the Abbott Art Company of Huntington for five 
years. Lecturer at the Tri-State Chautauqua, on art, summer session 
Of 1904. 


Pupil of Boston Conservatory of Music. 


Trained at Marshall College. Has taught 35 months. 


Graduate of Columbus High School. Trained at Marshall College. 
Has taught 30 months. 


Trained at Marshall College. Has taught 20 months. 


Educated in Ohio. Trained at Marshall College. Has taught 20 months. 


Educated in the Marshall College Art School and at Knoxville, Tenn. 

Educated at Marshall College. 

MISS ESTHER CROOKS, Assistant In French. 

Graduate of Marshall College. 

MRS. C. E. HAWORTH, Voice. 

Educated under private tutors in New York and Boston, the best in- 
structors in voice that could be had. Has taught several years. Mrs. 
Ha worth is a Springfield, Mass., lady, has had liberal training and 
experience as teacher, and has taught four years in Marshall College. 

MISS RHODA CRUMRINE, Piano and Harmony. 

A graduate of the University School of Music, where she taught one 
year before coming to Marshall College. A native West Virginian of 
German descent. She has held her position since September, 1903. 

MISS MARY SHARP, Assistant in Piano. 

Received her training under private instructors and in Marshall Col- 
lege. Called to her present position in the fall of 1904. 

MISS HELEN RANDALL, Second Assistant in Piano. 

Received musical education at Marshall College. 


Studied under Jose Marien, Belgian violinist, in the College of Music, 
Cincinnati, also theory in the same school, six years, graduating in 
1902. Taught in same institution awhile, later three years in Knox- 
ville, Tenn., and in Huntington, W. Va. 


Graduate of Univrsity School of Oratory. Has taught 20 months. 

MRS. ELIZABETH MYERS, Librarian and Manager of the College Book 

Educated in private schools of Richmond, Va., and Chatham Institute, 
Va. Trained for her present work in the Dewey system of catalogu- 
ing and handling a library, under the state librarian of Pennsylvania. 
Mrs. Myers could not be called a member of the faculty in a strict 
sense of the word, though her time is nearly all given up to work for 
the students, assisting and directing them in their references and 
reading; and it is doubtful if any member of the faculty has heavier 
or more responsible duties. 




Cox, Alberta — '05 
Crooks, Esther — '05 
Davidson, Joe — '05 
Enslow, Sadie — '03 

Allen, Bertha 
Berry, Mary 
Bossinger, Harry 
Carey, Harold 
Coffman, Lillian 
Cox, Norma 
Cottrill, D. L. 
Crooks, Esther 
Dadisman, I. L. 
Day, Sidney 
Denny, Ernest 
Edwards, L. A. 
Ferris, Ruby 
Fleshman, Effie 

Abbott, A. B.— A 
Adams, Pearl — N 
Alvis, Sadie — A 
Beswick, Addie — A 
Bloss, Hazel — A 
Bossinger, Ruth — A 
Broadwater, C. L. — N 
Bryant, V. A.— N 
Callison, Gertrude — A 
Canterbury, Frances — A 
Carter, Edna — N 
Clarke, Hallie— N 
Cokeley, Roscoe — N 
Crummett, Mahala — N 
Davies, Edith — N 
Davis, Talmage — N 
Deem, Carroll — N 
Dixon, Sadie— N 
Erwin, Anna — N 
Evans, Gorgia — N 
Everett, R. T.— N 
Fielder, Maude — N 
Fitzgerald, Boyce — A 

Foley, Bessie — '03 
Gibson, Anna — '04 
Harshbarger, Maud — '05 
Miller, Blanche— '04 

CLASS OF 1906. 

Fling, Eva 
Furnell, W. W. 
Gilman, Bertha 
Gautier, Claude 
Gorrell, Ralph 
Grimm, Bruce 
Grimm, Claude 
Groves, H. D. 
Hickel, Corda 
Humphreys, Sallie 
Kanode, Hilda 
Kerr, Isabel 
Leete, Grace 
Lewis, Anna 
Lively, E. L. 

CLASS OF 1907. 

Fitzgerald, Sallie — N 
Foster, Olive — A 
Gerlach, Earl B.— A 
Goff, W. R.— N 
Gorrell, Gretta — N 
Grass, Frank— >N 
Hoover, L. G. — A 
Hambrick, Vada, — A 
Hawley, John L. — N 
Haebrle, Anna — N 
Hen son, Waldo C. — N 
Howard, Mary E. — N 
Pluff, Ethel— N 
Jackson, Ethel — N 
Johnson, Virgie — N 
Koontz, A. B.— A 
Lambert, J. W. — A 
Lambert, Thomas — N 
Larew, Genevieve — N 
Lee, C. F.— N 
Lilly, Cecil— A 
McNeer, Thomas — A 
Miller, Vida— N 
Note: N — Normal. 

A — Academic. 

Nichols, Clara — '05 
Porter, Dorothy — '02 
Senseney, Nelle — '02 

Love, Edward 
Marcum, Matie 
Marsh, Nannie 
Mobus, Anna 
Morrow, Paul 
Myer, Eva 
Price, Janie 
Sliger, Garnet 
Smith, W. A. 
Sullivan, Mae 
Thomas, T. C. 
Tomkies, Elbert 
Van Bibber, Cyrus 
Wells, Lew 

Morrow, Lester — A 
Patterson, Sulla — A 
Penhale, Harry E. — A 
Price, Kathleen — N 
Point, Walter— A 
Robinson, Shirley — A 
Rodes, Bertha — N 
Rodes, Olive — N 
Sharp, S. H.— N 
Shumate, Gaston — A 
Smith, Hazel— N 
Swentzell, Harriett — N 
Tench, Daisy — N 
Torrance, Andrew — A 
Tufts, Helen— N 
Vass, W. T.— A 
Waddell, Ethel— A 
Wade, Charlotte — N 
Wheat, S. S.— A 
Wilson, Maude — A 
Wolverton, W. R.— N 
Wolverton, H. W.— N 




Abbott, J. H. 
Adams, Morton M. 
Adams, Hannah 
Adams, Norton 
Adams, P. B. 
Adkins, Oscar 
Adkins, Mabel C. 
Adkins, F. B. 
Adkins, O. M. 
Adkins, June 
Allen, Nellie 
Allen, Ora May 
Allen, Alice 
Allen, Howard 
Archer, J. R. 
Archer, Mrs. R. A. 
Archer, Lida 
Andrews, Anna 
Andrews, Ralph 
Anderson, Ollie M. 
Alderson, Coleman 
Anderson, Coleman 
Atkinson, Ollie E. 
Aliff, C. A. 
Armstrong, Ira F. 
Atkinson, Allie - 
Ash, E. C. 
Ash, Russell 
Ashley, Agnes 
Albott, Louis 
Athey, Agnes 
Bagby, Helen 
Bagby, Leland 
Baker, Edgar L. 
Ball, Sybil M. 
Ball, C. D. 
Barber, Samuel 
Baber, Florence 
Brown, Anna B. 
Brown, Lucy 
Biggs, Mrs. Samuel 
Biggs, R. W. 
Beswick, Clyde 
Burgess, Grace 
Burgess, Estella 
Beavers, D. W. 
Beavers, Robert D. 
Beaver, Louise 
Boiarsky, Moses 
Boiarsky, Anna S. 
Biederman, Jacob 
Bobbitt, O. B. 
Bobbitt, R. H. 
Bradley, S. Ernest 
Brown, John W. 
Buchanan, Wm. H. Jr. 
Breece, Roy 
Bierne, Oscar 
Blake, H. S. 
Ballard, R. H. 
Bradford, J. B. 
Blake, Lonnie 
Blankenship, D. H. 
Baldwin, Lottie V. 
Beavers, Lula 
Best, Marie 
Bias, Goldie M. 
Bias, Ona 
Bing, Nellie 
Bishop, Flossie 

Black, Daisy 
Blackburn, Virginia 
Bromley, Pearl T. 
Burton, Judith V. 
Burgess, Kate 
Beech, Kathleen 
Branthoover, Virginia 
Buck, Nadine 
Boon, Mrs. J. R. 
Brake, Delia 
Beckelheimer, Ray 
Byus, C. A. 
Boggs, R. W. 
Bradford, J. B. 
Bishop, Nannie 
Brackman, J. A. 
Beckett, Mamie 
Burns, Maude 
Bonham, G. A. 
Boone, Kate 
Ballard, Edna 
Boggs, E. T. 
Biederman, Anna 
Bonar, Jennie 
Boig, Eleanor 
Bright, George 
Caldwell, Smith 
Caldwell, Mrs. F. B. 
Callaway, Henrietta 
Callaway, Richard R. 
Callaway, S. M. 
Callaway, Pearl 
Carter, Thelma 
Carter, Helen 
Carter, Dayton 
Carter, Agnes 
Carr, De Witt 
Carr, Lola B. 
Cavendish, Marguerite 
Cavendish, Virginia 
Clark, Malan H. 
Clarke, Harry M. 
Clark, Grace 
Clark, Phyllis 
Clark, Grover F. 
Clark, Hattie A. 
Chambers, Leroy 
Chambers, Anna 
Chambers, Inez L. 
Chambers, Cush C. 
Chambers, Frank 
Chambers, Luther 
Cole, James 
Conley, Frank M. 
Connell, E. P. 
Copley, Luther C. 
Crotty, L. B. 
Clifford, C. E. 
Carroll, Madie E. 
Chapman, Mabel 
Childers, Lelia 
Childers, Ester 
Cliness, Lula 
Cliness, May 
Cook, Merla 
Core, Anna Lee 
Corbly, Nellie 
Corbly, Effie M. 
Corbly, Inez 
Cottle, Ollie A. 

Colton, Fannie 
Colter, Earl 
Craft, Bessie A. 
Criser, Mary S. 
Criser, Pauline 
Cyrus, Truda 
Cokeley, Lawrence 
Cokeley, May 
Cottle, Addie 
Campbell, Anna 
Caughey, Mary Lapsley 
Cleveland, Marion 
Corwine, Marie 
Cummings, Grace 
Childers, Grace 
Crum, Frances 
Cordon, Ruth 
Cassady, Maude Lee 
Colley, Verna 
Curfman, E. R. 
Clonch, M. Eva 
Calhoon, Mrs. Louise 
Cook, J. E. 
Christian, Anna 
Christian, Addie 
Custer, Lizzie K. 
Cobb, Minnie 
Cobb, Lillie 
Cobb, Paul 
Colter, J. E. 
Cox, Flossie 
Cox, Thelma 
Carson, Estha 
Crooks, Adaline 
Conaway, Elsie 
Conaway, Chelsie 
Cochran, Chessie 
Crow, Jesse 
Crumrine, Daisy 
Claypool, R. H. 
Craig, Bonnie 
Craig, Lillie 
Craig, Dainty E. 
Cornaham, Fred 
Conner, Carrie 
Curtis, Lockie 
Curtis, Elsie 
Curtis, Burnette 
Curry, Lena 
Callison, Virginia 
Cremeans, Leona 
Carson, May 
Cunningham, Alice 
Crum, Maude 
Clay, S. E. 
Davis, Beulah 
Davis, Nannie E. 
Davis, Ivan 
Davis, Cornelius C. 
Davis, John R. 
Davis, Paul 
Denton, Murrel 
Dils, Norma C. 
Dickenson, Genevieve 
Dickerson, Frankie 
Dickerson, Alice 
Dickerson, Ida 
Donaldson, Mary 
Dunn, Virginia 



Doolittle, Jean 
Dag-ley, Byrd 
De Foe, Effie 
Dillon, Wirt 
Dixon, Clayton C. 
Ding-ess, Pansy 
Dodson, Brooke 
Dick, Eugene 
Dixon, Grace 
Dickey, T. Morton 
Dillon, Hal 
Dillon, Harry B. 
Doss, Howard 
Dunn, C. O. 
Durrett, Stanley 
Doolittle, Mac 
Dillon, Bert 
Diddle, Raymond L. 
Diddle, Carroll F. 
Daubenspeck, H. R. 
Edwards, Stella 
Edwards, Cora 
Edwards, Susie 
Edwards, Anna 
Earle, Thos. B. 
Earles, Ada M. 
Earles, Maude 
Eaton, Margaret 
Elkins, Ethel M. 
Efaw, M. H. 
Everett, Hallie 
Evans, Sofa 
Ensign, May N. 
Evans, Everett 
Emmons, Carlton 
Eskey, Willie A. 
Edgell, Thayer 
Eggers, Eunice 
Erwin, Anna 
Erwin, Mary 
Eskey, Minnie L. 
Evans, Saja 
Emery, Blanche 
Erskine, Lillian 
Ensign, Mrs. John 
Ferguson, Howard 
Finney, Roy J. 
Foster, Willie D. 
Foster, John J. 
Fox, St. Elmo 
Frampton, Bernard 
Fisher, W. 
Ferguson, Clarence 
Fitzgerald, Laurence 
Fitzgerald, Thos. J. 
Ferrell, James 
Farrar, Rosalie 
Ferguson, Mabel 
Ford, Blanche 
Frazier, Caroline 
Fulton, Mattie 
Foley, Mayme 
Freeman, Blanche 
Ford, Margaret 
Ferguson, Kathleen 
Ferguson, Lillian 
Ferguson, Harriet 
Ferguson, Elizabeth 
Foster, Eva 
Freeman, Valerie 
Fulton, Mamie 
Feamster, Lula M. 

Fontaine, Imogene 
Francis, Stella 
Folks, Mary W. 
Ferrell, Muss 
Foster, Odella 
Fordyce, Josie 
Ferrell, Ellen 
Fravel, J. S. 
Fonner, Jas. T. 
Fink, Lochia 
Fink, Giles 
Fink, A. Roy 
Fisher. Bessie 
Frei, Edna 
Garland, David 
Garred, Nellie 
Garred, David O. 
Gibson, Philip 
Gibson, Omar J. 
Gilmore, Lloyd 
Graham, Herbert 
Grimm, Homer 
Grimm, Mrs. M. J. 
Grimm, Nellie 
Guthrie, Frank 
Guthrie, Herbert 33. 
Germer, Charles 
Gotshall, James 
Geyer, Charlie 
Gabbart, W. T. 
Garrison, Carlee 
Goolsby, Myrtle Lee 
Gooderham, Minnie 
Gosling, Faith 
Gotschall, Jennie 
Groves, Imogene 
Gwinn, Mabel I. 
Gwinn, "Virginia 
George, Clarice 
George, Dorothy 
Gibbs, Lena 
Gwinn, Susie 
Goolsby, Edith 
Garner, Mary E. 
Garrett, Zuma 
Garrett, Texie 
Goddard, Nellie 
Grass, Delia D. 
Garner, Helen 
Goodrich, Charles 
Given, Ida S. 
Gwinn, Clarence E. 
Gibson, Bessie 
Given, Ada 
Griffith, Nina 
Gillespie, Elizabeth 
Gwynne, Forrest 
Gwynne, Winona 
Gibson, James 
Gautier, Kathleen 
Garner, Charles 
Gregory, Jean 
Hamilton, Chancellor 
Harold, Christine 
Hamilton, Grover C. 
Harless, Floyd H. 
Hatch, James 
Hatfield, Roy 
Hatfield, James 
Harvey, Harry 
Haworth, Jamie 
Hayslip, Edwin K. 

Hayslip, Leland 
Herring, Arthur 
Hickman, James H. 
Halley, Wilbert 
Huff, Lee 
Hedrick, G. C. 
Hartzell, O. S. 
Heizer, F. P. 
Hager, Ira P. 
Hall, Percy 
Harless, L. D. 
Harless, J. D. 
Haworth, Vinton 
Hedrick, C. C. 
Halstead, Lettie L. 
Hamilton, Frances L. 
Hanger, Mattie C. 
Hanger, Annie M. 
Harrah, Elsie G. 
Hearholzer, Tressie 
Heironimus, Eva 
Henkle, Ada J. 
Hewett, Irene 
Hoffman, Ethel 
Holliday, Florence 
Hunter, Maude 
Hunter, Ella 
Hunter, Marguerite 
Huntington, Marion 
Hall, Ethel 
Hawkins, Louise 
Hanger, Cleora 
Holliday, Mary Louise 
Henson, Jessie 
Holt, Lena 
Howard, Mary Ella 
Hazleton, Edwin 
Hannah, Belva M. 
Hume, B. P. 
Heller, Wm. C. 
Holley, J. Maude 
Herring, Beulah 
Hughes, Mabel 
Hughes, Florence 
Hobbs, Lula 
Hannah, Lucy P. 
Hannah, Mary F. 
Hensley, Woodville 
Haught, W. P. 
Hensley, Cecelia 
Hinchman. Georgia 
Hughes, Eva 
Howes, Nellie 
Hodges, Ralph 
Hereford, Maude 
Hudkins, Flora 
Harrah, Essie 
Hively, G. L. 
Holliday, Mrs. Lulu 
Henderson, Lena 
Hoyt, Jessie 
Hall, Esther 
Haudenschild, J. W. 
Hollings, Pearl 
Hudspeth, Julia 
Ironie. H. C. 
Irwin, Emma L. 
Isner, G. F. 
Jones, Edward 
Jones, Lonnie 
Jones, Selden 
Jones, Macon 



Jones, Harry- 
Jones, Anna M. 
Justice, T. F. 
James, Reuben E. 
Jewett, Fay E. 
Jarvis, Stella 
Johnson, Mildred 
Johnson, Kate 
Johnston, Donald 
Johnston, Agnes 
Johnston, Gertrude 
Johnston, Vida 
Johnson, Ollie K. . 
Johnson, Mrs. Edith 
Jordan, Sadie 
Jenkins, Emma 
Justice, Ella B. 
James, Mai*y 
Jenkins, J. A. 
Justice, L. C. 
Justice, Sarah 
Justice, J. I. 
Kennedy. John D. 
Kimler, J. R. 
Koontz, Emil 
Keenan, Gladys L. 
Kelley, Katherine B. 
Knight, B. W. 
Koontz, Blanche 
Kennedy, Marion 
Keeney, Ethel 
Keith, T. W. 
King, Beatrice 
Knapp, A. L. 
Kautz, Eleanora 
Larew, Robert 
Larew, Maude 
Larew, Anna 
Lemley, Fern L. 
Lorentz, Roscoe 
Le Sage, Frank 
Le Sage, Douvel 
Le Sage, Ruth 
Le Sage, Lucile 
Le Sage, Josephine 
Love, Paul 
Leonard, J. W. 
Lively, L. G. 
Lester, Norma E. 
Lewis, Lucile 
Lewis, Maude 
Lynch, Guelda 
Lunford, Alverda 
Lusk, Lydia E. 
Leslie, Ethel 
Lemley, Edith 
Leftwich, Ruby 
Larrimer, Grace 
Lederer, Anna 
Lester, Mrs. F. W. 
Lambert, Emma 
Lynch, W. M. 
Lowry, Elmer F. 
Lacy, Nora 
Lester, Fannie 
Lesher, Mary 
Lapsley, Eleanor 
Maxwell, Myron P. 
Mays, Walter 
Mays, Tressie 
Miller, Helen 
Miller, Pattie 

Miller, C. C. 
Miller, Willie 
Miller, E. T. 
Miller, Arlina 
Miller, Sallie 
Miller, Stacia F. 
Morrow, Ruth 
Myer, Hazel V. 
Myers, Emma 
Myers, Doris 
Means, Mrs. Laura 
Mossman, Vivian 
Meadows, Kenneth 
Meadows, Maude E. 
Meadows, Belle 
Meredith, Melvin 
Menager, Francis P. 
Moreland, Erwin 
Mullens, Elbert R. 
Morrison, Ernest 
Mathews, Robt. Peebles 
Morrow, George 
Maddox, Hoadley 
Moore. D. F. 
Moore, Alice 
Moore, Bessie K. 
Moore, W. J. 
Moore, Callie 
Morris, Unas. C. 
Musgrave, Milton 
Mounts, A. J. 
Mills, Willie 
Marshall, T. R. 
Moyers, E. D. 
Marsh, Irma 
Montgomery, C. S. 
Midlriff, Audrey 
Midkiff, Minnie 
Milbee, Ethel 
Murphy, M. L. 
Mason, T. N. 
Mason, Frances 
Mason, Robert 
Mace, Guy C. 
Murphy, Jas. D. 
Marcum, Hermia 
McKenzie, Nora A. 
McAboy, Truman 
McCaffery, Eugene 
McCoy, Grover 
McDonald, Elmer 
McCary, Amos D. 
McWilliams, Walter B. 
McCray, Alfred 
McVay, Hilda 
McDonald, Nora 
McCans, Georgia 
McComas, Eunice 
McColm, Harry L. 
McColm, Nellie K. 
McCallister, Helen 
Mclntyre, L. P. 
McCutcheon, Wilford 
McKay, F. M. 
McQueen, Archibald 
McCue, Maggie 
McCormick, B. T. 
McDowell, Anna 
McDonald, Donald 
McDonald, Nora 
Nash, Charles 
Newman, Harry 

Newman, Paul 
Newman, Ford 
Newman, Blanche I. 
Newman, Nellie P. 
Nicholas, Mark G. 
Northcott, Andrew 
Northcott, Mrs. E. 
Notter, Shirley M. 
Noe, Carrie 
Newlon, Anna L. 
Osborne, Bernard R. 
Osborne, Donald 
Ogden, Dorcas V. 
Ogden, Minnie M. 
Owens, Esta 
Oates, Daisy 
O'Hanlon, Donna 
Patterson, R. G. 
Payne, Lewis H. 
Peyton, James E. 
Peyton, Sarah M. 
Porter, Roscoe 
Prill iman, W. H. 
Pyles, H. C. 
Pitzer, Cyrus D. 
Parsons, Willis 
Parsons, Lettie B. 
Parsons, Murrel 
Paul, Blanche 
Peck, Julia 
Pemberton, Kathleen 
Pence, Maggie 
Pence, Grace 
Peters, Clara 
Peters, Lewis 
Peters, Annie 
Parker, Cordelia 
Plybon, Cleopatra 
Pritchard, Cyrus D. 
Pine, Lyda S. 
Pine, Rebecca S. 
Prilleman, W. A. 
Perry, Lola 
Parkins, Laura 
Paul, Ethel 
Price, Maude 
Price, Maggie 
Quarrier, Virginia 
Rhoades, Nellie 
Ritz, Alva 
Robinson, J. B. Jr. 
Ralph, Frank 
Ruckman, J. K. 
Reynolds, Lonnie H. 
Rice, C. O. 
Riite, Azel F. 
Riffe, Winton A. 
Roach, Clyde 
Robinson, Chester 
Robeits, Garland 
Reid, Leroy M. 
Reid, Clara 
Reid. Bessie 
Rousey, Fitzhugh L. 
Riddle, Hervey 
Ramsey, Chando B. 
Rollyson, Bertha M. 
Rose, Florence 
Rucker, Myrtle 
-Reynolds, Donnie 
Richardson, Frank 
Richardson, Will A. 



Richmond, Oma 
Randall, Helen 
Roberts, Thelma 
Roberts, Hazel 
Robertson, Gertrude 
Ratcliffe, Anna Louise 
Rife, Louary 
Robertson, Myrtle 
Roberts, Clyde 
Ramsey, I. S. 
Richmond, Maude 
Reynolds. Florence H. 
Riggs, Stella 
Rose, Bessie 
Rose, Anna 
Richardson, Hila 
Ritz, Rosa 
Richmond, Fred 
Ryan, W. L. 
Regnaud, Chas. G. 
Reynolds, Carrie 
Robinson. H. L. 
Ryan, Julia 
Ryan, Josephine 
Ryan, P. E. 
Russell, Ruth 
Riffle, Lucile 
Smith, Olive 
Smith, M. F. 
Smith, Cora A. 
Smith, Florence M. 
Smith, Fannie 
Smith, Flora 
Sayre, Hubert 
Scales, Myral M. 
Scanlon, Chas. 
Scott. Chas. E. 
Sheets, Otis H. 
Shumway, Wayne W. 
Simmons, Goodrich K. 
Sive, Abraham 
Snedegar, James 
Spangler, A. C. 
Spangler, R. C. 
Spruce. Wm. A. 
Starkey, Worthy 
Suddith. Rodney 
Swan, Rufus W. 
Sullivan, Lewis 
Sayles, Frank H. 
Sharp, J. W. 
Smith, Preston 
Sutherland. Roy 
Sanborn, Fay T. 
Snndige. Eva F. 
Sharp, Mary 
Sheets, Bessie M. 
Silling, Lillian A. 
Silling, Anna G. 
Skeer, Myrtle 
Skeer, Wilma B. 
Southworth, Anna 
Spurlock, Lenore J. 
Sowards, Mrs. H. G. 
Spangler, Mary L. 
Stollings, Pearle 
Sullings, Dorothy 
Searls, Emma 
Summers, Florence 
Senseny, Agnes 
Sanford. Birdie 

Total number of students— -978. 

Sample, Emma 

Sanborn, Mary 

Stevens, Afleene 

Sample, Dixie 

Stewart, Grace 

Simms, Earle 

Sharp, Mary E. 

Somerville, Dora 

Swan, Maude 

Shumate, Hattie 

Starkey, Walter 

Stafford, Earl 

Sanford, Beulah 

Schlobohm. R. E. L. 

Simpson, Grace 

Snell, Charles W. 

Sshoonover, C. R. 

Settle, H. W. 

Shawver, Lena 

Sprigg, Georgia P. 

Suiter, Velma 

Steele, Ollie 

Spangler, Mamie 

Spangler, Lamar 

Sergent, Ruby 

Sergent, May 

Shinerleton, Pearl 

Stackhouse, Mrs. M. C. 

Sanburn. Audrey 

Steele, Robt. M. 

Titus, Sadie 

Thompson, Grace 

Talbott, Chas. R. 

Taylor, Chester 
Thompson. Roma G. 
Tomkies, Elbert 
Tompkins, H. P. 
Topping, John R: 
Thornburg. Irving 
Tomkies, Douglas 
Tomkies, Tony 

Trump, Lacey 
Tompson, R. N. B. 

Turner, George D. 
Tomkies, Elizabeth 
Thomas, Cora 
Tomkies, Frances 
Thornburg, Josephine 
Tucker, Tot 
Thomas, A. R. 
Thompson, Julia 
Thacker, Linna 
Turley, Mrs. Ota 
Turney, Emma Belle 
Turney, Robert 
Vickers, Leonard 
Van Meter, Rebecca 
Van Fleet, Nettie 
Van Reenan, Lloyd 
Vines, Cora 
Walton, B. W. 
Wise, Millard 
Wise, Henrv 
White, Annie L. 
Walliss, Maude 
Withrow, S. H. 
Woody, Clara 
Woody, Bertha 
Wentz, Mollie 
Wickline, Everett 
Williams, Mary 

Walkinshaw, Eva 
West, C. W. 
Winn, Pearl 
Whitaker, Marguerite 
Woodyard, Mrs. S. T. 
Wallace, Jessie 
White, Jas. R. 
Whitt. Roy 
Wigal, Essie 
Williamson, Nora 
Wakefield, Paul 
Wilson, Ross 
Wilson, Anna L. 
Wilson, Clara 
Wilson, Lelia 
Wilson, Benny 
Wilson, Lewis 
Wilson, Hattie B. 
Wilson, Lucy 
Wilson, Parthenia 
Ward, Edward S. 
Wellman, Clyde 
Wheat, Charles 
Wigner, Clyde 
Wiley, Rosco 
Wilkinson, Earl D. 
Willis, John T. 
E. Wills, W. Howard 
Wills, Randolph 
Williamson, Vickers 
Walton, Porter 
Walls, Russell E. 
Welker, G. D. 
Welch, Frances 
White, Lucy Carter 
Winslow, Ellen 
Wakefield, Gladys 
Whittaker, Elizabeth 
Walton, Ethel 
Weider, Alice 
Williamson, Mary 
Winters, Frances 
Wright, Nellie 
Wiley, Lizzie 
Wells, Mary J. 
Walker, C. G. 
Withrow, C. T. 
Wood, Robert 
Waugh, Bessie A. 
Wells, Jane 
Wysor, Fannie 
Walton, Grace M. 
Webb, Frances 
West, Bertha 
White, Janie 
Wilcox, Zora 
Wilkinson, Fay 
Williams, Annie N. 
Williamson, May Alice 
Winkler, Lula 
Winters, Mary W. 
Womeldorf, Lissa E. 
Wood, Lelia 
Yantz, Christie 
Yates, Wellington 
Yates, Annie 
York, John 
Yoakum, J. T. 
Young, Herschell 
Young, Mabel 

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